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Connecting to Workplaces: Building Curricula for Validated Demonstrations

Cashier Curriculum LBS Levels 3/4

Developer: Lori Farrington

Project Coordinator: Susan Taylor

Literacy Network Northeast

Acknowledgment Cashier Curriculum

Curriculum Scenario: In the Cashier Training Curriculum, the learner completes 5 chapters and an introduction to the world of the cashier. These chapters discuss common cashier tasks. The chapters are Communication, Writing, Math, Reading and Time Management. Tasks covered include providing clear information to customers, using appropriate language, listening and understanding information, working with technology, writing messages and notes, preparing lists and schedules, verifying calculations, handling money, reading to follow instructions and directions, locating and reading information on a computer screen and being on time. For more information concerning this curriculum contact: Literacy Network Northeast 121-38 Pine Street North Timmins, ON P4N 6K6 Telephone: (705) 267-5663 Fax: (705) 267-5711 Email: [email protected]

or Lori Farrington Prince Edward Learning Centre 7B-Lower Level of the Armoury Box 3223 Picton, Ontario K0K 2T0 Telephone: (613) 476-1811 Fax: (613) 476-8766 Email: [email protected]

All curricula can be found on the following websites: http://www.nald.ca/library/learning http://www.LBSpractitionertraining.comhttp://www.nt.net/literacy We would like to acknowledge the following people that helped make this project a success: Cindy Davidson Doug Noyes Heather Robinet Judy Lalonde

Natalie Poulin Sheila Marshall Solange Gilbert

Canadian Tire, Timmins Wal-Mart Canada Corp, Timmins Canadian Tire, Wawa

Melody Tyas, Cashier Wendy McGill, Cashier Tim Hortons, Picton

Wilson Business Solutions, Dryden Dryden Literacy Association, Dryden Staff of Prince Edward Learning Centre NOTE: All parts of this document may be reproduced for literacy program use without permission

mailto:[email protected]

http://www.lbspractitionertraining.com/

http://www.nt.net/literacy

Preface

The development of this curriculum resource is in direct response to increasing demand in the field for training materials that target specific applications of work-related skills. It has particular authenticity and value because of the process that preceded it. In 2005, Literacy Network Northeast (LNN) published comprehensive exit assessment demonstrations for ten different entry level jobs. You can view these demonstrations on the NALD website at: http://library.nald.ca/search?q=Connecting+to+Workplaces&collection=research&collection=learning, or on Demonstrations Ontario by AlphaPlus at: http://demonstrations.alphaplus.ca/simplesearch.asp . These exit demonstrations are unique in that each one has been validated by a group of employers in that particular job field. Employers agreed that if they had a job applicant who had completed this demonstration successfully they would certainly grant that person a job interview. This is a huge step forward in securing employer recognition of skills as opposed to the more common application criterion of a Grade 12 diploma. Following this success, the National Literacy Secretariat provided funding for the next step - support curriculum for five validated exit demonstrations. LBS curricula are now available for entry level positions of Cashier, Nanny, Taxi Driver, Chambermaid or Housekeeping Staff, and Florist Assistant. It is important to note that the curriculum for each position is written for the learner and at the LBS level required for success for each particular job, i.e. Cashier – L 3/4, Nanny – L 2/3, Taxi Driver – L 2/3, Chambermaid or Housekeeping Staff - L 2/3, and Florist Assistant - L.3. Tips and notes for the practitioner for each lesson along with an answer key for the learning activities are included. Following a true outcomes approach, i.e. working backwards from the desired outcome, each curriculum provides the training learners need in order to complete the job-specific demonstration successfully. Each curriculum has five chapters based on the five core skills that employers identified as essential to the job with applications and learning activities for each skill. To see the skills required for this particular entry level position, check the Essential Core Skills Chart included in this resource. It is interesting to see the degree of overlap in essential skills demanding the same

Connecting to Workplaces: Literacy Network Northeast – 2006/07 i Building Curricula for Validated Demonstrations

http://library.nald.ca/search?q=Connecting+to+Workplaces&collection=research&collection=learning

http://library.nald.ca/search?q=Connecting+to+Workplaces&collection=research&collection=learning

http://demonstrations.alphaplus.ca/simplesearch.asp

level of complexity and competency. This provides added value for practitioners and learners in two ways:

1) Practitioners can work with learners using different curriculum resources at the same time i.e. teach core skills to everyone in a group and provide learning activities that are specific to individual interests. 2) Practitioners can use these resources as models for teaching core skills required in other entry level jobs – particularly the ones where validated demonstrations are already available i.e. Forestry Worker, Hunting Guide, Pet Groomer, Security Guard and Laundromat Operator. Based on primary and secondary research for each position, the curriculum • builds on Service Canada’s Essential Skills and

Essential Skills Profiles • uses authentic workplace documents and real-to-life

stories • illustrates the transferability of each skill • offers rigorous learning activities that are inventive and

engaging • provides opportunities for learner self-reflection, self-

assessment and discussion To ensure consistency, the five writers and the project coordinator kept in close contact throughout the writing phase reading each other’s work and making suggestions. An additional team of five reviewers also read the manuscripts and offered feedback, and learners who piloted each resource gave their views on the value, usability and enjoyment factors. Finally, a number of outside employment agencies and individual employers added their high approval rating to these materials. As a result, LNN is very proud to offer these quality resources to the field and is confident in highly recommending these materials to adult learners in Ontario.

Connecting to Workplaces: Literacy Network Northeast – 2006/07 ii Building Curricula for Validated Demonstrations

Table of Contents

Essential Core Skills Chart………………………….………………… 1 Cashier: An Introduction………………………………….………….. 3 Learning Activity 1-1 – Job Titles………………………………………..… 4 Learning Activity 1-2 – DISCUSSION……………..………………………. 4 What might a cashier do?............................................................. 5 Nature of the Work………………….………………………………………. 5 Learning Activity 1-3 – Nature of the Work……………………….….…. 7 Working Conditions……………………………………..………………….. 8 Learning Activity 1-4 – Working Conditions…………………………….. 8 Training, Other Qualifications, and Advancement…………….…….. 9 Learning Activity 1-5 – Training, Other Qualifications, and advancement…………………………………………………………………..

10

Essential Skills for a Cashier……………………………………………… 11 NOC – National Occupational Classification………………………….. 12 What skills will I learn in this manual?......................................... 13 Learning Activity 1-6 – What do you know already?......................... 14 Cashier: An Introduction - Learner Self-Assessment…………………… 16 Learner Evaluation and Feedback for Cashier: Introduction…………. 16 Chapter 1: Communication…………….……………………… 18 A) Providing Clear Information to Customers and Co-workers….. 18 Clear Information……………………………………………………………. 19 How do you know you’ve given all the details?.............................. 19 What could John have said to give clear information?................... 20 How do you do that? How do you know you’ve provided clear information?.................................................................................

20

Learning Activity 1-7 – Clear or Not Clear?........................................ 21 Learning Activity 1-8 – DISCUSSION…………………………………….. 22 Essential Skills - Oral Communication…………………………………. 22 B) Using Appropriate Vocabulary, Language, and Tone…………….. 24 Learning Activity 1-9 – Vocabulary, Language, and Tone……………. 24 Vocabulary……………………………………………………………………… 24 Learning Activity 1-10 – Vocabulary……………………………………… 25 Learning Activity 1-11 – DISCUSSION……………………………………. 26 Language………………………………………………………………………. 27 Speaking………………………………………………………………………. 29 Learning Activity 1-12 – Practice Makes Perfect………………………… 33 Speaking Tips………………………………………………………………… 35 C) Listening and Understanding Information………………..……….. 36 Learning Activity 1-13 – Listening………………………………………… 36 What are some other examples of how a cashier needs to listen at work?.......................................................................................

37

Learning Activity 1-14 – Video Clip…………………………………….…. 40

Handling Complaints………………………………………………………... 41 7 Steps to Handling a Difficult Customer…………………………….… 41 Learning Activity 1-15 – Difficult Customer……………….…………….. 44 Learning Activity 1-16 – Video Clip…………………………………….….. 44 Chapter 1: Communication - Learner Self-Assessment…………….….. 45 Learner Evaluation and Feedback for Chapter 1: Communication.…. 47 Chapter 1: Communication - Skills Checklist……………………………. 48 Chapter 2: Writing………………………………………………… 49 A few notes on writing………………………………..……………………… 49 Write or print neatly……………………………….………………………… 49 Learning Activity 2-1 – Can you read this?........................................ 49 Include all the Necessary Information…………….…………………….. 50 You’re Not Listening…………………………………..……………………… 52 Listen Up! Want to improve your listening skills?......................... 52 Learning Activity 2-2 – DISCUSSION………………..…………………….. 52 A) Working with Technology………………………………………………… 53 Write using a computer…………………………………………………….. 53 Learning Activity 2-3 – Hotmail……………………………………………. 54 Learning Activity 2-4 – Chapters Website……………………………….. 54 Learning Activity 2-5 – Canadian Tire Website……………………….… 55 Using Inventory Lists……………………………………………………….. 56 Filling in Forms………………………………………………..…………….. 56 Learning Activity 2-6 – Fill in the Blanks………………………………… 57 What are the blanks?.................................................................... 58 Learning Activity 2-7 – Forms……………………………………………… 59 Forms at Work………………………………………………………………… 61 Learning Activity 2-8 – Invoices……………………………………………. 62 Taking Orders…………………………………………………………….…… 63 Learning Activity 2-9 – DISCUSSION……………………………………… 63 Filling in Gift Certificates…………………………………………………… 64 Processing item returns and exchanges………………………………… 64 Filling in Rain Checks……………………………………………………….. 65 Learning Activity 2-10 – Rain Checks…………………………………….. 66 B) Writing Messages and Notes……………………………………………… 67 While You Were Out…The Art of Taking Messages…………………… 67 Take a Message...Leave a Note……………………………………….……. 68 Learning Activity 2-11 – How well do you take messages?............... 70 C) Preparing Lists and Schedules………………………………………….. 74 Task Lists………………………………………………………………………. 74 Learning Activity 2-12 – Task Lists……………………………………….. 75 Schedules………………………………………………………………….…… 75 Learning Activity 2-13 – Schedules………………………………………… 77 Writing Your Schedules Down on a Calendar…………………………. 77

Scheduling Time Off in Advance………………………………………….. 77 Chapter 2: Writing - Learner Self-Assessment……………….…………… 78 Learner Evaluation and Feedback for Chapter 2: Writing……………… 80 Chapter 2: Writing - Skills Checklist……………………………………….. 81 Chapter 3: Math Skills………………………………..………………… 82 Learning Activity 3-1 – DISCUSSION………..…………………………….. 82 Essential Skills and Numeracy……………………………………………. 83 A) Verifying Calculations…………………………………………………….. 85 Calculations at Work………………………………………………………… 85 Addition, Subtraction, Multiplication, and Division…………….……. 85 Taxes…………………………………………………………………………….. 86 Status Card……………………………………………………………………. 87 How do I add tax? Change the percent to a decimal………………… 87 Learning Activity 3-2 – From Percents to Decimals…………………….. 87 Use Your Calendar…………………………………………………………… 88 Learning Activity 3-3 – Calculating Tax………………………….……….. 88 Figuring out the GST and a Provincial Tax…………………………….. 89 Learning Activity 3-4 – Calculating Two Taxes…………………………. 89 Discounts: Fractions and Percents……………………………………… 90 Taking the Discount Off the Original Sale Price………………………. 90 Learning Activity 3-5 – Discounts………………………………………….. 91 Learning Activity 3-6 – Putting it All Together…………………………… 91 Figuring out the Exchange Rates for US Customers…………………. 94 Exchange Rates in the Store……………………………………………….. 94 To Change American into Canadian………….………………………….. 94 Learning Activity 3-7 – Exchange Rates………………………………….. 95 Verifying Age…………………………………………………………………… 96 Learning Activity 3-8 – Verifying Age……………………………………… 97 B) Handling Money………………………………………………….………….. 98 Cash Register………………………………………………………………….. 98 Cash Drawer………………………………………………………………….. 99 Receipt………………………………………………………………………….. 99 Handing Transactions in the Form of Debit and Credit Card……… 99 Credit Cards…………………………………………………………………… 100 Learning Activity 3-9 – The Equipment…………………………………… 101 Counting Back Change……………………………………………………… 102 Making Change……………………………………………………………….. 103 Learning Activity 3-10 – How much change is due?........................... 103 Automatic Cash Registers…………………………………………………… 104 To Make Change……………………………………………………………… 105 Learning Activity 3-11 – Making Change Using the Least Amount of Currency……………………………………………………………………..

106

Another Way to Count Change from the Drawer……………………… 107

Learning Activity 3-12 – Counting Up…………………………………….. 107 Counting Back the Change that You Have Taken Out of the Drawer…………………………………………………………………………..

108

Learning Activity 3-13 – Counting Back Change……………………….. 108 “Oh wait, here’s a dime.”……………………………………………………. 109 To Figure out the New Amount to Give Back to the Customer….…. 109 Learning Activity 3-14 – “Oh wait, here’s a dime”……………………… 110 Counting the Till at the Beginning of a Shift…………………………… 111 Learning Activity 3-15 – Float Form…………………………………….…. 113 Cashing Out at the End of a Shift………………………………………… 114 Learning Activity 3-16 – Cash Out Form…………………………………. 115 More Math Websites…………………………………………………………. 117 Chapter 3: Math - Learner Self-Assessment………………………………. 118 Learner Evaluation and Feedback for Chapter 3: Math………………… 120 Chapter 3: Math - Skills Checklist………………………………………….. 121 Chapter 4: Reading………………………………..……………………... 122 Learning Activity 4-1 – What do Cashiers Read?............................... 122 Learning Activity 4-2 – DISCUSSION………………….………………….. 122 Essential Skills…………………………………………….…………………. 123 A) Reading to Follow Instructions and Directions………………….… 124 Learning Activity 4-3 – Reading to Follow Instructions and Directions………………………………………………………………..………

125

Learning Activity 4-4 – DISCUSSION……………………………………… 129 Jargon, Acronyms, and Codes…………………………………………….. 129 How to Read a PLU Table…………………………………………………… 130 Learning Activity 4-5 – PLU Lists…………………………………………... 131 Reading, Understanding, and Taking Action…………………………… 132 Memos……………………………………………………………………….….. 133 Learning Activity 4-6 – Memos……………………………………………… 133 Learning Activity 4-7 – DISCUSSION……………………………………… 134 Employee Handbooks………………………………………………………… 136 Tips for Following Instructions and Directions…………………….….. 137 The Reality of the Workplace………………………………………………. 137 B) Locating and Reading Information on a Computer………………. 139 Essential Skills……………………………………………………………….. 139 A Reading Day in the Life of Christy…………………………………….. 139 Learning Activity 4-8 – Cashiers and Reading on a Computer………. 142 Learning Activity 4-9 – A Computer Checklist…………………………… 143 Locating Items on a Computer Screen……………………………….….. 144 Skimming………………………………………………………………………. 144 Scanning……………………………………………………………………….. 144 Scanning a Computer Screen…………………………………………………. 146 Learning Activity 4-10 – Cash Register Computer Screens…………… 147

Learning Activity 4-11 – DISCUSSION……………………………………. 147 Chapter 4: Reading - Learner Self-Assessment…………………………… 148 Learner Evaluation and Feedback for Chapter 4: Reading……….……. 150 Chapter 4: Reading - Skills Checklist………………………………………. 151 Chapter 5: Time Management…………………………….………… 152 What is time management?........................................................... 152 Essential Skills………………………………………………………………… 152 Learning Activity 5-1 – DISCUSSION……………………………………… 153 Something to Think About…………………………..……………………… 153 A) Being on Time………………………………………………….……………. 154 Learning Activity 5-2 – Chronic Lateness Checklist……….…………… 154 Learning Activity 5-3 – Personal Reflection……………….……………… 156 Learning Activity 5-4 – DISCUSSION……………………….……………… 156 Show up on Time……………………………………………….……………. 157 How does being late for work impact others?................................. 157 How does being late for work impact you?..................................... 158 Learning Activity 5-5 – DISCUSSION……………………………………… 158 Changing Behaviour………………………………………….……………… 159 Learning Activity 5-6 – What behaviours do you need to change?..... 160 How to Get Out the Door on Time…………………………….………….. 161 Excuses, Excuses!......................................................................... 162 Learning Activity 5-7 – Excuses, Excuses!.......................................... 162 Taking Responsibility…………………………………………….…………. 163 Exceptions to the Rule………………………………………………………. 163 Learning Activity 5-8 – Your Plan of Action!........................................ 163 Learning Activity 5-9 – Putting Your Plan into Action!........................ 167 Wrapping it Up……………………………………………………….….…… 168 Chapter 5: Time Management - Learner Self-Assessment…….……….. 169 Learner Evaluation and Feedback for Chapter 5: Time Management. 171 Chapter 5: Time Management - Skills Checklist………………….……… 172 Your Next Steps………………………………………………………………….. 173 Bibliography…………………………………………………………………………175 Practitioner Notes and Answers………………………………………………. 178

Cashier Training Curriculum

LBS Level 3 / 4

Developed by: Lori Farrington

LBS LEVEL 3/4: Cashier Introduction

Cashier Profile Participating employers ranked these essential skills in order of importance. This order may change according to each individual company or employer. The Connecting To Workplaces Project focused on the identified top five skills. Take note that what is of importance to employers may extend beyond the skills, abilities or knowledge LBS programs can provide and may require partnering with other programs.

HRSDC Essential Skills

Most Important

Important

Most Important

Additional Skills

Practise good hygiene

Be friendly, helpful, efficient

Provide clear information

Use appropriate vocabulary, language, tone

Listen, understand information

Writing Skills

Work with technology

Write messages, notes

Prepare lists, schedules

Data entry using a keypad

Prepare receipts

Math Skills Operate a cash register

Verify calculations

Handle money

Make proper change

Make dollar calculations

Reading Skills

Read, follow instructions, directions

Locate, read information on a computer

Read charts, lists, schedules

Read product, service information

Read signs

Important Time Management Be on time Maintain

attendance Be a team player

Work independently

Problem solve

Within LBS mandate reading, writing and numeracy skills Within LBS mandate speaking and listening skills Within LBS mandate problem-solving teamwork, critical thinking Outside of LBS mandate, but possible with partnership

“Cashier Profile” continues on next page

Connecting to Workplaces: Literacy Network Northeast – 2006/07 1 Building Curricula for Validated Demonstrations


“Cashier Profile” begins on previous page Cashier Profile More Workplace Information from Participating Employers Methods most often used to train employees: (In order of importance)

1. Job Shadowing 2. Computer Based 3. Video 4. Audio 5. Basic Cash Register

Requirements most employers look for:

1. Grade 12 2. WHMIS 3. Grade 10 4. First Aid 5. CPR

Courses employers most often provide to employees:

1. WHMIS 2. First Aid 3. CPR

Number of employers who stated they would hire applicants who do not have a grade 12 equivalent:

Yes – 22 employers No – 0 Number of employers who would consider applicants who could demonstrate or submit their demonstration results:

Yes – 21 employers No – 1 employer Employers also base their hiring decisions on: Quality of application, frequency of job changing, flexibility, personality and personal appearance, age, weekend availability, communication skills, friendliness



Cashier: An Introduction According to the Wikipedia Encyclopedia: A cashier is a person responsible for totalling the amount due for a purchase and then charging the consumer for that amount. In one form or another, cashiers have been around for thousands of years. In many businesses, such as grocery stores, the cashier is a "stepping stone" position. Many employers require you to be a cashier in order to move up to customer service or work in other sections and other positions such as produce.

(Source: http://en.wikipedia.org/wiki/Cashier) Cashiers operate cash registers, optical price scanners, computers, or other equipment to record and accept payment for the purchase of goods, services, and admissions. They are employed in stores, restaurants, theatres, business offices, and other retail and wholesale establishments.

(Source: HRSDC NOC (National Occupational Classification) 6111) http://www23.hrdc-drhc.gc.ca/2001/e/groups/6611.shtml

According to the NOC site sourced above, there are many job titles that a cashier might have. They include: box office cashier cafeteria cashier car park cashier casino cashier currency exchange cashier customer service cashier dining room cashier food store cashier front desk cashier gas bar attendant, self-serve gas bar cashier, self-serve groceteria cashier

grocery store cashier hotel cashier money counter movie theatre cashier office cashier parking lot cashier racetrack cashier restaurant cashier supermarket cashier theatre cashier ticket-seller cashier



Learning Activity 1-1 - Job Titles Let’s look at the job titles again. How many of these jobs have you encountered before? Put a check mark next to the job title if you have ever seen a person who does that job or if you have ever interacted with them or used their services?

____ box office cashier

____ cafeteria cashier

____ car park cashier

____ casino cashier

____ currency exchange cashier

____ customer service cashier

____ dining room cashier

____ food store cashier

____ front desk cashier

____ gas bar attendant, self-serve

____ gas bar cashier, self-serve

____ groceteria cashier

____ grocery store cashier

____ hotel cashier

____ money counter

____ movie theatre cashier

____ office cashier

____ parking lot cashier

____ racetrack cashier

____ restaurant cashier

____ supermarket cashier

____ theatre cashier

____ ticket-seller cashier

Of the 24 jobs above, how many have you had contact with? ______ / 24

Learning Activity 1-2 - DISCUSSION Discuss with your instructor or group the different types of cashiers you’ve seen. Have you worked as one of these cashiers? Either way, you probably have lots to share with the group about cashiers, even before our training really begins!



What might a cashier do? • Total the cost of the goods, services, or admission • Use a cash register • Use a scanner • Put items in a bag • Use a debit machine • Take payments using credit cards • Accept reservations and take-out orders • Stock shelves • Clean shelves and counters • Provide information to customers • Calculate the total sales at the end of a shift • Give receipts • Fill in forms (returned items, rain checks)

(Adapted from source: http://www23.hrdc-drhc.gc.ca/2001/e/groups/6611.shtml)

Nature of the Work (Source: Occupational Outlook Handbook 2004-05 Edition, U.S. Department of Labor http://www.bls.gov/oco/print/ocos116.htm) Although specific job duties vary by employer, cashiers usually are assigned to a register at the beginning of their shifts and are given drawers containing a specific amount of money with which to start – their tills. A till is also another name for a cash register. They must count their tills to ensure that they contain the correct amount of money and adequate supplies of change. Cashiers also handle returns and exchanges. They must ensure that returned merchandise is in good condition, and determine where and when it was purchased and what type of payment was used.

After entering charges for all items and subtracting the value of any coupons or special discounts, cashiers total the customer’s bill and take payment. Acceptable forms of payment include cash, personal cheques, credit cards, and debit cards. Cashiers must know the store’s policies and procedures for each type of payment the store accepts. Policies are rules the store and its employees must follow. Procedures are how those rules are to be followed. For cheques and charges, they may

request additional identification from the customer or call in for an authorization. This would be done by calling the manager or floor supervisor. They must verify the age of customers purchasing alcohol or



tobacco. When the sale is complete, cashiers issue a receipt to the customer and return the appropriate change. They may also wrap or bag the purchase.

At the end of their shifts, they once again count the drawers’ contents and compare the totals with sales data (money in your till compared to total of receipts). An occasional shortage of small amounts may be overlooked but, in many businesses, repeated shortages are grounds for dismissal. In addition to counting the contents of their drawers at the end of

their shifts, cashiers usually separate and total charge forms, return slips, coupons, and many other non-cash items. Most cashiers now use scanners and computers, but some businesses still require price and product information to be entered manually. In a store with scanners, a cashier passes a product’s Universal Product Code (UPC) over the scanning device, which transmits the code number to a computer. The computer identifies the item and its price. In other businesses, cashiers manually enter codes into computers, and descriptions of the items and their prices appear on the screen. Depending on the type of business, cashiers may have other duties as well. In many supermarkets, for example, cashiers weigh produce and bulk food, as well as return unwanted items to the shelves. In convenience stores, cashiers may be required to know how to use a variety of machines other than cash registers, and how to handle money orders and sell lottery tickets. Operating ticket-dispensing machines and answering customers’ questions are common duties for cashiers who work at movie theatres and ticket agencies. In casinos, gaming change persons and booth cashiers exchange coins and tokens and may issue payoffs. They may also operate a booth in the slot-machine area and give change persons a money bank at the start of the shift, or count and audit money in drawers.

UPC Code



Learning Activity 1-3 - Nature of the Work You have just read the section of your manual called Nature of the Work. Answer the following questions.

1. What is a till?

________________________________________________________________

2. Why must a cashier count their till before a shift?

________________________________________________________________

________________________________________________________________

3. What are the four things a cashier must determine when doing a return or exchange?

______________________________ ______________________________

______________________________ ______________________________

4. What are four acceptable forms of payment?

______________________________ ______________________________

______________________________ ______________________________

5. Although there are 4 “acceptable” forms of payment, many stores do not accept one of those forms. What is it and why would it not be acceptable?

________________________________________________________________

________________________________________________________________

________________________________________________________________



Working Conditions (Source: Occupational Outlook Handbook 2004-05 Edition, U.S. Department of Labor http://www.bls.gov/oco/print/ocos116.htm) Nearly one-half of all cashiers work part-time. Hours of work often vary depending on the needs of the employer. Generally, cashiers are expected to work weekends, evenings, and holidays to accommodate customers’ needs. However, many employers offer flexible schedules. Because the holiday season is the busiest time for most retailers, many employers restrict the use of vacation time from November through the beginning of January. Most cashiers work indoors, usually standing in booths or behind

counters. In addition, they often are unable to leave their workstations without supervisory approval because they are responsible for large sums of money. The work of cashiers can be very repetitious, which means doing a movement or an act over and over. Improvements in workstation design are being made to fight problems caused by repetitive motion. This means doing an action over and over. In addition, the work can sometimes be dangerous; cashiers’ risk from robberies and homicides is much higher than the total workforce, although more safety precautions are being

taken to help deter robbers. Gaming change persons and booth cashiers can expect a safer work environment than cashiers in other industries. However, casinos outside Ontario may not be without hazards such as exposure to fumes from cigarettes, cigars, and pipes and noise from slot machines.

Learning Activity 1- 4 - Working Conditions You have just read the section of your manual called Working Conditions. Answer the following question. Write at least two sentences.

1. Describe, in your own words, the working conditions of a cashier. ______________________________________________________________________

______________________________________________________________________

______________________________________________________________________



Training, Other Qualifications, and Advancement (Source: Occupational Outlook Handbook 2004-05 Edition, U.S. Department of Labor http://www.bls.gov/oco/print/ocos116.htm) Cashier jobs tend to be entry-level positions requiring little or no previous work experience. Although there are no specific educational requirements, employers filling full-time jobs often prefer applicants with high school diplomas. Nearly all cashiers are trained on the job. In small businesses, an experienced worker often trains bThe trainee spends the first day observing the operationand becoming familiar with the store’s equipment, policies, and procedures. After this, trainees are assignedto a register – often under the supervision of an experienced worker. In larger businesses, trainees spenseveral days in classes before being placed at cash registers. Topics typically covered in class include a description of the industry and the company, store policies and procedures, equipment operation, and security.

eginners.

d

Training for experienced workers is not common, except when new equipment is introduced or when procedures change. In these cases, the employer or a representative of the equipment manufacturer trains workers on the job. People who want to become cashiers should be able to do repetitious work accurately. They also need basic mathematics skills and good manual dexterity. Because cashiers deal constantly with the public, they should be neat in appearance and able to deal tactfully and pleasantly with customers. In addition, some businesses prefer to hire persons who can operate specialized equipment or who have business experience, such as typing, selling, or handling money. Advancement opportunities for cashiers vary. For those working part-time, promotion may be to a full-time position. Others advance to head cashier or cash-office clerk. In addition, this job offers a good opportunity to learn about an employer’s business and can serve as a stepping stone to a more responsible position.



Learning Activity 1-5 - Training, Other Qualifications, and Advancement You have just read the section of your manual called Training, Other Qualifications, and Advancement. Answer the following questions.

1. True or False?

T F Cashier jobs tend to be entry-level positions. T F Nearly all cashiers are trained on the job. T F A trainee is a person who trains people to do the job.

2. On the first day of training, what does a trainee spend time becoming familiar with?

______________________________________________________________________

______________________________________________________________________

3. When a new cashier begins working on a cash register for the first time,

who might be assigned to work with them?

______________________________________________________________________

______________________________________________________________________

4. The reading lists some qualities and skills that a person who wants to become a cashier should have. Record at least 4 qualities and skills below.

______________________________________________________________________

______________________________________________________________________

5. What kinds of promotions might a cashier receive?

______________________________________________________________________

______________________________________________________________________



6. Use the Internet to find the meaning of “manual dexterity”. Write your findings below. Include the web address where you found the definition.

______________________________________________________________________

______________________________________________________________________

Essential Skills for a Cashier

There are nine Essential Skills. They are: 1. Reading Text 2. Document Use 3. Numeracy 4. Writing 5. Oral Communications

6. Working with Others 7. Continuous Learning 8. Thinking Skills 9. Computer Use

The Essential Skills for a Cashier list breaks down the nine skills into the specific skills needed to do the job of cashier. For example, under Reading Text, you’ll find “may consult manuals for information on procedures, such as how to refund money or give discounts”. That is something that a cashier does, so learning how to read manuals and follow procedures is important. By reading and learning the Essential Skills needed to do the job of a Cashier, you can raise your awareness of the job. You can use the Essential Skills list as a personal checklist. What do you already know and what do you need to learn? Think about how you could demonstrate to an employer that you have these skills. Consider creating a portfolio to show employers. A portfolio could include letters of reference, photographs, certificates, or anything else that shows an employer what you are capable of doing. You can find this list on the Essential Skills website: http://srv600.hrdc-drhc.gc.ca/esrp/english/profiles/75.shtml

Note: Website addresses change over time. If this address fails to work, search for Essential Skills in the Skills Canada website or use a search engine to find “Essential Skills in Canada”. The name of this profile is: Cashier.



NOC – National Occupational Classification NOC was developed to help people understand the jobs that make up Canada’s labour market. Cashiers are listed under the code: 6611. You can find the NOC for cashiers at: http://www23.hrdc-drhc.gc.ca/2001/e/groups/6611.shtml On this page, you will find information about the job of cashier. The page offers information about main duties, employment requirements, job titles, and what other NOC might include, for example, other types of cashiers (i.e. Sales Clerks). The NOC can also be very helpful for people who are learning about the job of cashier. According to the NOC, cashiers perform some or all of the following duties: • Establish or identify price of goods, services, or admission and tabulate

bill using electronic or other cash register, optical price scanner, or other equipment

• Receive payment by cash, cheque, credit card, or automatic debit • Wrap or place merchandise in bags • Provide information to customers • Calculate total payments received at the end of work shift and reconcile

with total sales • May accept reservations and take-out orders • May also stock shelves and clean check-out counter area The website also goes on to say that some secondary education is usually required, eligibility for bonding may be required, and cashiers working in a gambling casino may need a casino gaming license.



What skills will I learn in this manual? Employers were asked what they felt were the most important skills for a cashier to know or have in order to do the job. The top eleven skills that employers said were most important are the ones that this manual will focus on. You’ll also learn where they fit into the Essential Skills list. Employers listed the following skills as most important: • Provide clear information • Use appropriate vocabulary, language and tone • Listen and understand information • Work with technology • Write messages and notes • Prepare lists and schedules • Verify calculations • Handle money • Read and follow instructions and directions • Locate and read information on a computer • Be on time They also listed: • Practice good hygiene • Be friendly, helpful and efficient • Operate a cash register However, these three do not fall under our Literacy and Basic Skills mandate, so they will not be covered in depth.



Learning Activity 1-6 - What do you know already? It’s probably safe to say that you have had some contact with a cashier in your lifetime. In fact, you may have friends or family who are cashiers or you may have worked as a cashier yourself! Below you will see the employer skill list. Beside each skill,

write what you know about that skill and say why that skill is important for a cashier. Include one example. Provide clear information: _______________________________________________

_________________________________________________________________________

Use appropriate vocabulary, language and tone: _________________________

_________________________________________________________________________

Listen and understand information: _____________________________________

_________________________________________________________________________

Work with technology: __________________________________________________

_________________________________________________________________________

Write messages and notes: ______________________________________________

_________________________________________________________________________

Prepare lists and schedules: _____________________________________________

_________________________________________________________________________



Verify calculations: _____________________________________________________

_________________________________________________________________________

Handle money: __________________________________________________________

_________________________________________________________________________

Read and follow instructions and directions: _____________________________

_________________________________________________________________________

Locate and read information on a computer: _____________________________

_________________________________________________________________________

Be on time: ____________________________________________________________ _________________________________________________________________________



Cashier: An Introduction – Learner Self-Assessment When you have completed Cashier: An Introduction, assess your performance. Check yes or no in the boxes below. In the comments section, you can write down thoughts you have about the section. I started this chapter on (date) _______________ and finished ______________. Cashier: An Introduction I have a basic understanding of a cashier’s job description, including nature of the work, working conditions, training and advancement.

yes yes but I need more practice

no

I am aware of cashier job titles. yes yes but I need more practice

no

I am aware of the Essential Skills and know how to find the website to read more about them.


no

Comments _________________________________________________________________________

_________________________________________________________________________

Learner Evaluation and Feedback for Cashier: Introduction 1. Did you enjoy doing the learning activities in the introduction section?

yes no 2. How well do you think you did on these activities?

very poorly not that well fairly well very well 3. Were the instructions easy to follow?

not at all a little confusing yes I needed clarification



4. Do you think these learning activities are relevant to your goal of becoming a cashier?

not at all a little confusing yes I needed clarification

Comments (use blank sheet of paper if you need more room) _________________________________________________________________________

_________________________________________________________________________


LBS LEVEL 3/4: Cashier Chapter 1

Chapter 1: Communication In this chapter, you will learn about: A. Providing clear information to customers and co-workers; B. The importance of using appropriate vocabulary, language and tone; C. Listening and understanding information. A. Providing Clear Information to Customers and Co-

workers

What do you think of when you hear the words – clear information? Flip back to Learning Activity 1-6 - What do you know already? The first blank asked you to write an example or explanation for “provide clear information”. What did you write? Copy it below: _________________________________________________________________________

_________________________________________________________________________

Employers have identified this skill as being one of the most important to have in order to do the job of a cashier. Cashiers work with people. They often sell products, in a grocery store or department store. Sometimes they sell a service such as a cashier in a garage or haircutting place. No matter what a cashier is selling, the important thing to remember is that cashiers sell to customers. Without customers to buy their product, they would be out of business.

Customers ARE your business!

Essential Skills Providing Clear Information falls under Oral Communication, Document Use, and Writing.



CLEAR Information What’s the difference between providing information and providing clear information? Clear information means that you are taking the time to explain in a simple way, giving all the details needed. How do you know you’ve given all the details?

Who? What? Where? Why?

When? How?

These are the ‘question words’. Most questions start with these words. Providing clear information means giving all the information. When giving information, you need to answer the questions above. For example: Mary stops at the SuperSmart to buy some apples. She has her 4 year old son with her. He needs to use the washroom. Mary doesn’t know where it is so she asks John, a cashier in the store. Mary: “Excuse me, can you tell me where the washroom is?” John: “Back of the store.” Did John answer the question? Yes. Did John clearly answer the question? No. Where is the “back of the store”? Which direction is that from where they are standing? Is it beside a certain section of the store that might help Mary find the washroom faster? Is it at the back left hand side of the store or the back right hand side? Grocery stores are often large, with high shelves which makes it hard to even see where the “back” is located.



What could John have said to give clear information? John: “Go to the end of this aisle. Turn left. Go all the way to the end. The washroom door is between the meat counter and the dairy section. There’s a sign above the entry way. There’s a buzzer beside the door. Push that and someone will come and open the door.” As an employee of the store, it’s up to you to provide the best possible answer to the customer’s question. How do you do that? How do you know you’ve provided clear information? Think back to the list of question words. When answering a customer’s question, mentally go through this list to see if you are providing all the information that the customer needs. You might not need a particular question answered. That’s ok, just skip over it.

Who? A mother and child. What? Washroom. Where? Back of the store. Why? Not needed. When? Now. How? This question can be expanded on a lot to answer the question. How do they get there? How do they know they have the right door? How do they get into the locked washroom?

When you give clear information to a customer, you make the store and your employer look good. Your employer will like that!



Learning Activity 1-7 - Clear or Not Clear? Check whether you think the information below is given in a clear manner or not.

Customer: “When will you be getting more lean ground beef?” Cashier: “Next week.”

clear not clear If not clear, re-write the cashier’s response in a clearer manner, providing all the information you think the customer might need. Use your imagination. _________________________________________________________________________

_________________________________________________________________________

Customer: “What is your return policy?” Cashier: “You can’t get your money back.”


_________________________________________________________________________

Customer: “What are your store hours?” Cashier: “We’re open till 9:00.”


_________________________________________________________________________



Learning Activity 1-8 - DISCUSSION Discuss the previous examples with your instructor or classmates. Share why you think each example is either “clear” or “not clear”. Include the following in your discussion: How interested does the cashier sound? What could the cashier have said that would make the answer more clear?

Your job is to make the customer feel welcome and appreciated. When they ask you where the apples are, you need to tell them clearly so that they find them easily. A customer who feels unappreciated or who can’t find an item often leaves the store without buying anything. That is not good for business.

Essential Skills – Oral Communication

According to the Essential Skills, cashiers: (Source: Essential Skills Cashier Profile, http://srv600.hrdc-drhc.gc.ca/esrp/english/profiles/75.shtml) • may take phone messages and may use an intercom to page co-workers • may take orders for food or stock from customers • may speak with suppliers to receive information about products • tell customers the total of their bill • respond to questions about products, services, their bill, hours of

operation, or where particular products or services can be found • inform the supervisor of problems such as running short of change and

discuss how the shift is going • talk to co-workers to request and provide information on prices, codes,

or procedures and to co-ordinate work and schedules • may give customers unwelcome information such as: their cheque will

not be accepted, their credit-card transaction was not approved, a requested item is out of stock, or a refund will not be issued

You can see from the list that cashiers must communicate with customers and co-workers on a daily basis. There is ample opportunity for something to “go wrong”. That’s why it’s important to always be aware of how you are communicating. Sometimes, you might have a bad day and the last thing you want to do is patiently explain to a customer why the shipment of 10 litre boxes of detergent is late, but that’s your job. If you find yourself falling into a rut of only providing basic information, stop, take a deep



breath, and start again.We communicate with people all the time, whether or not we are working as cashiers. This makes it easier for you to practice providing clear information. When you speak with your friends or family, remember what you’ve read about clear information and use it. This skill will certainly be useful in your everyday life too!



Chapter 1: Communication B. Using Appropriate Vocabulary, Language, and

Tone

Essential Skills Using Appropriate Vocabulary, Language and Tone would support the skills listed under Oral Communication, Document Use, and Writing.

Learning Activity 1-9 - Vocabulary, Language, Tone When you think of cashiers and communication, what do you think the following words mean? How do they relate to a cashier?

Vocabulary ____________________________________________________________

Language ______________________________________________________________

Tone ___________________________________________________________________

It is not enough that when we talk to customers, we provide clear information. We need to think about what words we are using and how we are saying those words. Vocabulary A vocabulary is a group of words making up a language. Often certain jobs or careers have specific vocabularies. For example, in the last section we read about the word “till”. We know that a till is the money that a cashier works a shift with. If you overheard a person on the street saying, “My till was short $25”, you could safely guess that he was a cashier of some sort. Cashiers use tills. The word till, is part of a cashier’s vocabulary. UPC is another word that cashiers use.



Learning Activity 1-10 - Vocabulary Can you think of other vocabulary words that a cashier would use? List them below.



Learning Activity 1-11 - DISCUSSION Share your vocabulary words with your class or instructor. Talk about their definitions. In the spaces below, write all the vocabulary words and a quick definition. If necessary, use a dictionary or the Internet to find the meaning.

The more familiar you are with the vocabulary of a job, the better prepared you will be to do the work. As you become familiar with the language of a cashier, you will also be learning more about the job itself. Vocabulary Word Definition



Jargon You might hear other names for “vocabulary” such as jargon, acronym or terms. An acronym is a ‘short form’ where the first letter of each word is used. For example: UPC is an acronym for Universal Product Code. POS stands for Point Of Sale (or Service). That’s another word for a debit machine. PLU means Product Look-Up Code. What if you come across a word you don’t understand? If you are working as a cashier and hear or read a work term that you don’t understand, your best bet is to ask a co-worker, supervisor or a manager. If you are a new employee, there will probably be a lot of words and acronyms that you don’t know. It’s fine to ask for clarification, because you need to know. Language Slang Slang is a term used to describe words that are used in place of standard words. For example: ‘cool’ is used instead of ‘that’s great’, ‘neat’ or ‘wonderful’. Although it is pretty widely accepted today, it still isn’t always appropriate to use in a business setting. Years ago, it was a very unwelcome word. In the 1960’s, teenagers started using the term ‘groovy’. Their parents had no idea what it meant! It was a whole new word. There are many examples of slang. Here are a few more common ones: What’s up? Yo! Huh? Uh-huh

Awesome! Later You’se

Yup Nope G’day

While these terms are fine to use in your everyday life, they are not very appropriate in the world of business. Of course, not all workplaces are as strict. Listen to how your manager and co-workers speak to hear what is acceptable. If you are unsure, it is best to be safe and not use slang. Customers are often put off by slang terms. It could affect how they feel about the store, which isn’t good!



Swearing Of course it goes without saying that using swear words would not be welcome in most stores, and could possibly get you fired! Words of Endearment Endearment means showing affection. An endearment word would be “hun” or “sweetie”, etc. These words should be kept for people you know well, not your customers. Using one of these words can be seen as inappropriate because it shows familiarity with people you are not familiar with. To some people, it sounds fake or phony. To others, it makes them feel like you are “talking down to them”, like you might to a child. Terms of endearment to avoid: hun honey deer babe

darlin’ sweetie sugardear

ma’am (Some people are not offended by this, but rather see it as a sign of respect.) Personal Conversations It’s always nice to work with people that you get along with and enjoy. You may end up spending more time with your co-workers than with your family and friends. You might start to share personal information with them, tell them about your weekend fun, etc. These relationships are important, but always remember that there are other people around listening to your conversations. It is inappropriate to have personal conversations within earshot of customers. Friends and family may come into the store, but while you are working, it is also inappropriate to have personal conversations with them. Examples: “I was shopping in my local grocery store when I overheard two staff members who were stocking shelves talking about their previous nights exploits. Both the content of the conversation and the language they used were offensive to me and made me uncomfortable. If it hadn’t been my local grocery store, I might not have shopped there again.” - Linda



“I went for lunch at a local restaurant. The waitress was waiting on the table beside me. It became clear that the waitress and the people at the table were friends. The waitress started talking about a customer she’d just had. She was shocked when the mother had let her child order 2 pieces of pie for dessert. She told her friends in a loud voice, that when she had kids, she’d never be irresponsible like that! It annoyed me that the waitress was talking so rudely about the mother. She was very judgmental. I bet she didn’t have a problem taking her tip money though”: - Sally Tone Your tone of voice refers to how your voice sounds: positive or negative. If your tone is soft and gentle and pleasant, the customer will feel welcome. If your voice is angry, annoyed, or unpleasant, the customer will hear it loud and clear! If a customer become angry or annoyed, it is important that your tone not reflect your emotions. You might think that she is being unreasonable, but try to control your emotions. Don’t let your annoyance show in your voice. Speaking (Adapted from source: Customer Service, “It’s more than just “Thank you. Come again.” © Literacy Link Eastern Ontario (LLEO), Telephone: (613) 389-5307) Be Courteous and Pleasant This seems that it should almost go without saying, but to be sure that you are being courteous and pleasant; listen to your voice as you are speaking. Do you sound friendly? Try smiling. It makes you look and sound interested.

“A smile on your face, is a smile in your voice!”



Use an Appropriate Volume Keep your volume at an appropriate level. Speak so that the customer in front of you can hear you, but not so that a customer 5 aisles away hears you. If the customer has a hearing problem, raising your voice may help and would be appropriate. For the most part, you don’t want people across the room to hear your conversation word for word! Speak at a normal volume, in a clear voice. If you suspect that the customer may not be able to hear you, ask if they would like you to speak a little more loudly.

“Would you like me to speak up a bit Mrs. Jones?”



Use a Moderate Rate of Speed Being a cashier means that you probably will be repeating the same information many times a day. It might become second nature, and you might be able to do it without really thinking about it. The problem with this is that we tend to speed up when we are reeling off information that we know so well. We must remember that even if this is the tenth customer today who has asked the store hours of operation, it is the first time that the caller is hearing it. “Weareopenfrom9-5everyweekdayand9-9onSaturdays.” is not helpful or sending a positive image of your company. Nervousness can also lead to speaking quickly. Some people get nervous talking to customers and just want to get it over with faster. To help relieve this, take a deep, calming breath before answering the phone, and then at a moderate rate of speed (normal to slow), answer the question. If you are in the middle of a conversation and you realize that you have been speaking quite quickly, ask the customer if he needs any of the information repeated or clarified, or if he has any questions. Then repeat the information more slowly. Practice this with a friend or co-worker. Often we cannot judge our own rate of speech. You want to speak slowly enough so that the caller understands you, but not so slow that it makes it hard to listen to. Pause When Giving Information If you are giving information that the customer may want to write down, pause after each section. Allow them time to process the information and ask questions. Inflection INFLECTION: letting your voice rise and fall naturally. Inflection means letting your voice rise and fall naturally. For example, when you ask a question, your voice rises at the end.



“Would you like me to gift wrap that for you?” Some people have learned a particular speech pattern where their inflection rises at the end of every sentence, even if it’s not a question. A lot of people find this particular speech pattern difficult to listen to and off putting. If you have this pattern, you may want to practice speaking without it. With concentrated effort, you can learn a new speech pattern. Emphasize Words Choose important words or phrases to emphasize. “This particular model is very economical. It has a built in feature that measures and records the water levels needed. It also has a memory sensor that will allow it to repeat these water levels. This saves you both time and money. This feature is only available in this model. No other company has this new technology.” Keep Your Pitch Low If you speak in a high pitched voice, you may want to make a concentrated effort to speak in a lower pitch, as this is more pleasant. Speak in a Calm Voice REMAIN CALM! No matter what the situation. If you become upset or anxious and it shows in your voice, no one will be able to understand you, and you will lose the confidence of those around you. Remember that you are the professional and you must remain calm even if the customer doesn’t do the same!



Learning Activity 1-12 - Practice Makes Perfect Work with a partner or your instructor. Write and verbally demonstrate a correct and incorrect example of each speaking skill.

For example: Be Courteous and Pleasant Correct: (smile) Thank you. Enjoy the rest of your day! Incorrect: (look disgusted) Are you going to buy that top? I hate sequins!” Be Courteous and Pleasant Correct: _______________________________________________________________ Incorrect: ______________________________________________________________ Use an Appropriate Volume Correct: ______________________________________________________________ Incorrect: _____________________________________________________________ Use a Moderate Rate of Speed Correct: ______________________________________________________________ Incorrect: _____________________________________________________________ Pause when Giving Information Correct: ______________________________________________________________ Incorrect: _____________________________________________________________



Inflection Correct: ______________________________________________________________ Incorrect: _____________________________________________________________ Emphasize Words Correct: ______________________________________________________________ Incorrect: _____________________________________________________________ Speak in a Calm Voice Correct: ______________________________________________________________ Incorrect: _____________________________________________________________ Keep Your Pitch Low Correct: ______________________________________________________________ Incorrect: _____________________________________________________________



Speaking Tips (Source: Food Processing Labourer, Essential Skills Training, © Literacy Link Eastern Ontario (LLEO), Telephone: (613) 389-5307) 1. Speak slowly so that people can understand. When people are nervous,

they tend to talk faster. Keep this in mind and slow down. When people talk fast, their words tend to slide together and it is hard to understand.

2. Speak clearly. Sound out each syllable. This is called enunciating.

Say the word ‘enunciate’. E / nun / ci / ate. When you say each syllable clearly, you are enunciating.

3. Make eye contact when you are speaking. When people don’t make eye

contact, they don’t project their voice. When you make eye contact with someone, they tend to listen better.

4. If you are giving instructions, don’t give a lot of information at once.

Pause to let the person take in the information and ask questions if they need to.

5. Keep breathing. Breathing is the best way to ease tension and relax.

When you pause while speaking, take a deep breath. When we are nervous, we sometimes forget to breathe. This makes our bodies tense, which doesn’t help us relax. A deep breath has a calming effect.

Speaking Tips!



Chapter 1: Communication C. Listening and Understanding Information

Essential Skills Listening and Understanding Information would support the skills listed under Oral Communication, Finding Information, Significant Use of Memory, Problem Solving, Decision Making, and Critical Thinking.

What’s the difference between hearing and listening? If you hear something, your brain takes in that there is a noise. If you are listening, your brain takes in what it is hearing and processes it. If it is words that you are listening to, your brain processes them so that they make sense to you. Let’s say you are working in a store as a cashier. It isn’t very busy, so the supervisor asks you to re-stock the shelves. You are working in an aisle far away from the checkout area. Suddenly, it gets very busy, with customers lined up waiting to pay for their items. The cashier pages you over the intercom. “Susan, to the front. Susan to the front please.” You hear the intercom, but you didn’t “listen” to it. You didn’t process that the cashier at the checkout needs you to help. After a few minutes, your supervisor comes up to you and she seems angry.

Learning Activity 1-13 - Listening

1. Why do you think the supervisor is angry?

______________________________________________________________________

______________________________________________________________________



2. How do you think the cashier at the front was feeling from the time she paged you until the time the supervisor came and got you?

______________________________________________________________________

______________________________________________________________________

What are some other examples of how a cashier needs to listen at work? Listening to Supervisors Often you will need to listen to a supervisor or boss. They are the ones who will tell you if policies or procedures have changed, if they want you to improve on something, or if they want you to do something out of your normal job tasks (i.e. stock the new hairspray behind the old ones so that the old ones sell first). It’s important to ask questions if you don’t understand; ask for clarification. If they give you a list of things, write them down. If a supervisor tells you 10 things to do on a shift, you might ask about priority. That means which is the most important and should be done first. Listening During Training When you first start a new cashier job, there will usually be a training session. Depending on where you are working, the training could last one day or several days. You might also be put on a trial period, or probationary period. During training and probation, it is especially important to listen closely, because you are being trained to do the job. Trainers and employers might expect you to ask questions. Asking questions means that you are listening to what they are saying, processing it and thinking about it. That’s what they want you to do.



Listening with Interest to Customers Customers want to feel that you, as a representative of the company, are interested in them. Giving one word answers to customers is not the way to do that.

Customer: “How are you?” Cashier: “Fine” How interested does the cashier sound? Not very! Customer: “How are you?” Cashier: “I’m doing great. How are you today?”

Making customers feel welcome is not hard work. Smile. Make eye contact. These actions are two of the most important things you can do as a cashier. Taking Orders Over the Phone or in Person

Depending on where you are working, you may be required to take orders from customers, either on the telephone or in person. You will need to fill in forms, using the information that the customer provides. It’s important to listen carefully so you don’t copy down the wrong information. Once you have written all of the information, it’s important to read it back to the customer and have him/her confirm the order.

Cashier: “You want a large pizza, with pepperoni, mushroom, and onion

only on half.” Customer: “That’s right.” Don’t be afraid to ask a customer to repeat something or slow down. The important thing is that you get the right information. There is a right way and a wrong way to do that. Cashier: “Whoa cowboy! Slow down, I’m not a speed writer!” Cashier: “Sorry sir. Could you repeat that a little slower so that I get the

correct spelling? Thanks.”



If you guessed that the first example is the wrong one, you’re right! It is very disrespectful to the customer. Listening at Staff Meetings

Many businesses have regular staff meetings. That’s where the employer or supervisors meet with the whole staff. This is done to keep the staff up to date on important information, health & safety issues, new regulations, changes in policy or procedures, to introduce new supervisors or management, to allow staff to discuss problems or ideas, etc.

It is important to listen to what is being discussed. It directly affects you. If you don’t listen at the meeting where you are told to not wear shorts to work and you show up for your next shift in shorts, your supervisor is not going to be happy with you.



Learning Activity 1-14 - Video Clip In this learning activity, you will be watching a video clip. The clip is located on the Cashier Training CD. Ask your instructor for access to the CD. You will find the video clip i

a folder called: VIDEO CLIPS. n

Watch the clip called: Video 1 Listening Only watch the video once. Listen to what is being said. Your name is Kayla. You work at The Produce Pit. Just before your boss leaves on holidays, she calls the staff together for an impromptu staff meeting. Answer the following questions. 1. How long is your boss going on holidays for? __________________________ 2. What is the date of her return? _______________________________________ 3. When will the new schedule be posted? _______________________________ 4. What happens the day your boss returns from holidays? ______________

______________________________________________________________________ 5. How are you supposed to prepare for it? ______________________________

______________________________________________________________________ 6. Did you have problems remembering the information? ________________

______________________________________________________________________ Part of listening, is remembering. If you are being given details that you need to remember, but you worry that you might forget, write the information down. Carry a small notebook in your pocket. As well, in a staff meeting such as this, you are hearing information that isn’t relevant to you. You don’t need to know other people’s schedules, so learning to filter out information is a great skill to learn.



Handling Complaints Part of your job as a cashier, might be to handle customer complaints. You will likely have policies and procedures to follow when handling official complaints, forms to fill in, etc. It’s important to listen closely to the customers and understand what they are complaining about. You may have to explain the situation to another staff person, or write the complaint down on a form. You want to be sure to get the correct information. Some customers who have complaints will be very pleasant and just fill in the appropriate forms, accept a refund, or make an exchange. They will not be angry or upset. However, other customers who have complaints will be angry, annoyed, or disappointed. There are several things you can do to handle a difficult customer. 7 Steps to Handling a Difficult Customer (Adapted from source: Customer Service, “It’s more than just “Thank you. Come again.” © Literacy Link Eastern Ontario (LLEO), Telephone: (613) 389-5307) 1. Remain Calm

Do not react with anger or sarcasm, even if that is what you are getting from the customer. Stay professional. They may be complaining about a product or service, but know that by staying calm you aren’t giving them something else to complain about.

If you are finding yourself getting frustrated or angry, excuse yourself and take a few moments to calm down. When excusing yourself, do it in a way that shows your interest in serving the customer. “Excuse me a moment while I check the policy on this.” “I would like to get my supervisor’s opinion on this.” “I need to verify some information in the file.”



2. Allow the Customer to Express Their Concern We all know what it’s like to have a product not live up to a claim, break, or have the service we’ve paid for be disappointing. We can all empathize with a complaining customer. Until a customer has had a chance to express their concern, there is no point in interrupting. They won’t hear you anyway. Let them get what they want off their chest and listen for key points in what they are saying. Keep eye contact with the customer. 3. Show you Understand Acknowledge the customer’s emotions. “I understand that you are angry. I can see how it would be frustrating.” 4. Restate the Problem After the customer has described their concerns, restate the problem. It could be that you have interpreted the situation quite differently from the customer. “So, the melons you bought were rotten inside when you cut them open?” 5. Find Agreement - Get on Their Side “Yes, I ca n see that’s a problem. Let’s see if we can fix it.” 6. Gently Confront If you know it, say the person’s name at the beginning of your sentence. Most people listen when they hear their own names. Ask them nicely to let you help them. Use Mr., Mrs., or Ms. rather than a first name.



7. Transfer or Delay the Customer Sometimes you can’t do anything to calm a customer down. If this is the case, it’s time to call in your supervisor. Be sure to provide all the details to the supervisor, so that the customer doesn’t have to repeat the problem again. To an angry person, having to repeat the problem to several different people is very frustrating. Often all it takes is a fresh face saying the same things you have already stated.



Learning Activity 1-15 - Difficult Customer You are working as a cashier at a department store. An angry customer approaches you and says they want their money back on an item they bought the other day. You explain that returns are handled at the Customer Service desk in the corner. The customer looks over and sees a line up, which angers him even more. What do you do?

Give three possible ways to handle the situation. 1. ___________________________________________________________________ 2. ___________________________________________________________________ 3. ___________________________________________________________________

Learning Activity 1-16 - Video Clip

In this learning activity, you will be watching a video clip. The clip is located on the Cashier Training CD. Ask your instructor for access to the CD. You will find the video clip ia folder called: VIDEO CLIPS.

n

Watch the clip called: Video 2 Angry Customer Answer the following questions.

1. List at least 5 things that the cashier did to make the situation worse.

Now, what would you have done to handle the situation better than the cashier in the video did? List your ideas below.



Chapter 1: Communication - Learner Self-Assessment When you have completed Chapter 1: Communication, assess your performance. Check yes or no in the boxes below. In the comments section, you can write down thoughts you have about the chapter. I started this chapter on (date) _______________ and finished ______________. A) Providing clear information to customers and co-workers I know the difference between providing information and providing clear information.


no

I know how and why to give details when giving information.


no

I am aware of the Essential Skills under Oral Communication for a cashier.


no

B) Using appropriate vocabulary, language, and tone I understand that cashiers have a vocabulary of words and jargon that are specific to the job.


no

I know what to do when I hear the words I don’t understand.


no

I am aware of how slang, swearing, words of endearment, personal conversations, and tone are not welcome in the workplace.


no

I try to make my voice sound friendly. yes yes but I need more practice

no

I am aware of the volume of my voice. yes yes but I need more practice

no

I speak at a moderate rate of speed. yes yes but I need more practice

no

I pause when giving information. yes yes but I need more practice

no

I understand what inflection means and how important it is when speaking.


no



I know that emphasizing words points out important phrases.


no

I am aware of the pitch of my voice. yes yes but I need more practice

no

I understand the importance of remaining calm when dealing with customers.


no

C) Listening and understanding information I understand the difference between hearing and listening.


no

I understand why listening is important at work in all situations, including listening to supervisors, during training, at staff meetings, listening with interest to customers, and taking orders over the telephone.


no

I am confident I have the skills to be able to deal with angry customers.

yes yes no but I need more practice

Comments (use a blank sheet of paper if you need more room) _________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________



Learner Evaluation and Feedback for Chapter 1 - Communication 1. Did you enjoy doing the learning activities in Chapter 1?



not at all a little confusing yes I needed clarification 4. Do you think these learning activities are relevant to your goal of

becoming a cashier?

yes no not sure Comments (use blank sheet of paper if you need more room) ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________



Chapter 1: Communication – Skills Checklist The skills surrounding communication are very important when working as a cashier; however, they are skills that are transferable. That means that you can take what you have learned and apply it to other jobs, or even to your own personal life. For example, now that you have learned these skills you could apply them to: • Giving instructions to a babysitter • Making a 911 call • Taking a phone message • Working as a receptionist • Working in a call centre • Giving instructions to someone • Receiving instructions from someone • Taking part in an interview with your child’s teacher • Talking to you doctor • Calling for information These communication skills will work anywhere and anytime. Improving your communications skills can only help you in your work and personal life. Think about how you might use the skills you’ve learned in Chapter 1: Communication. Write them below.



Chapter 2: Writing Skills In this chapter, you will learn about: A) Working with technology B) Writing messages and notes C) Preparing lists and schedules A Few Notes on Writing As we learned in Chapter 1, communicating is very important whether we are communicating with a customer, a co-worker, a supervisor, or an employer. Sometimes you will need to communicate through writing. You will need to write messages or notes and just like in Chapter 1, the information needs to be clear! To write clear messages and notes, you need to: • Write or print neatly • Include all the necessary information Write or Print Neatly

Learning Activity 2-1 - Can you read this? Why do you think it’s important to write or print neatly? ____________________________________________________________

What if the note on page 51 was left for you by the cashier who worked the shift before you? It’s hard to read, isn’t it? If you can’t read it, then you can’t follow the instructions.



What do you think the note says? _______________________________________ _________________________________________________________________________

It’s Important! As you can see, writing and printing clearly is important. It is as important as the message itself, because if the reader can’t understand what you have written, it has the same result as not passing along the message in the first place!

But My Writing is Horrible! Some people have better handwriting than others. Odds are you know whether or not your writing is hard to read. If you have bad handwriting, consider printing. The important thing is that the information is put on paper in a way that others can read. They won’t care if it is printed instead of written, but they will certainly care if they can’t read it! Your boss will care too! Include All the Necessary Information Cashiers may have to take phone messages, write messages from customers, write notes to other staff, fill in forms, write out invoices, fill in gift certificates, etc. It is important to collect all the needed information and to write all the information down. Collect the Information Collecting information is important. There are all kinds of pieces of information you might need to collect. It’s very important to make sure you are collecting all the information you need and then record all of that information. For example: A customer returns a coffee maker and says it sprays hot water out the top. You give him a refund. He leaves. You put the coffeemaker under the counter, without a note on it to explain the problem. You leave at the end of your shift. The cashier who replaces you sees a coffee maker under



the counter. There is no note on it explaining why it is there. You’ve created more work for someone else on staff because now they have to track down the problem. You collected the information, but you didn’t write it down. OR You might put it under the counter with a note that says “customer returned” but say nothing about the spraying water. If you don’t record all the information, a new cashier might return it to the shelf only to have another customer buy it. That customer will have to return it as well, and could get injured by the hot water spraying out the top. You collected the information but only wrote down part of it. You left out important information. Spelling Spelling, while not vital to the success of a cashier, is still important. If you are writing a message and having difficulty spelling certain words, write it out so that you will understand it and then go and have a co-worker help you spell the words you stumbled on. If you are writing something that a customer will read, have a co-worker double check your spelling before the customer sees it. If you are not sure how to spell a word, ask a co-worker. It’s best not to do that in front of a customer. You might consider buying a small, pocket dictionary to keep with you. Use it when you are unsure of how to spell certain words. Listening Listening is an important skill as well. Often when we have to take notes, messages, or fill in forms, we are listening to someone give us information. Focus on what the speaker is saying. Ask for clarification or for something to be repeated if necessary. You might also need to ask someone to slow down while speaking so that you can write down all the information. It’s important that when you are listening to pay attention to the customer. If you are preoccupied by something else, odds are you won’t take down all the information.



“You’re Not Listening!” (Source: Essential Skills Curricula: Food Processing Labourer © Literacy Link Eastern Ontario (LLEO), Telephone: (613) 389-5307) There are many reasons why we don’t listen well. These are called barriers. Some barriers to good listening include: • Noise • Tiredness • Not understanding information • Distraction by other things in the room or your inner thought • Poor room set up • Boredom • Being too far away from speaker Listen Up! Want to improve your listening skills? (Source: Essential Skills Curricula: Food Processing Labourer © Literacy Link Eastern Ontario (LLEO), Telephone: (613) 389-5307) 1. Concentrate on the information. Try to not let your mind wander. 2. Take notes to help you remember. 3. Ask questions to clarify the information. 4. Ask for information to be repeated. Don’t wait until the speaker is done

talking to tell them that you haven’t understood anything they said. 5. Don’t assume that you know what a speaker will say. Often when we

assume, we are wrong. 6. Listen for key words that tell you who, what, where, when, why, and

how.

Learning Activity 2-2 - DISCUSSION Discuss with your group or instructor the importance of listening for the purpose of later writing down information. What could go wrong if a cashier has poor listening skills?



Chapter 2: Writing Skills A) Working with Technology

Essential Skill The information under the unit Working with Technology falls under Writing, Document Use, Reading, Computer Use, Oral Communication, Working with Others, Problem Solving, Decision Making and Finding Information.

Working with technology in terms of writing, involves several things. As a cashier, you might be required to: • Write using a computer • Use inventory lists • Fill in forms The forms you fill in might be for such reasons as: • Writing handwritten invoices • Taking orders • Filling in gift certificates • Processing item returns and exchanges • Filling in rain check forms Write Using a Computer Some businesses have computerized cash registers. You may be required to use one. You will be trained on how to use it, as each system is a little different. Having some basic computer skills would certainly help pick it up faster. Using a mouse and the tab button are important, as is using a keyboard. You might also be required to fill in forms or do some writing on the computer. For example, you might be required to fill in a rain check form or type in a name or address. Double check your spelling. Make sure you fill in all the areas. These areas are sometimes called fields. If you click inside one field, you can sometimes use a TAB button to move through the fields.



Learning Activity 2-3 - Hotmail Hotmail is a free internet mail service. It’s also a great way to practice filling in fields. Go to www.hotmail.com. Click on SIGN UP, then click on GET IT FREE. The new page will be titled “Sign up for Windows Live”. This page contains fields that need to be filled in, in order to sign up for an account.

Practice filling in these fields. Ask a fellow student or your instructor to work with you. You read from the web page, your helper supplies the information, and you type it in. Click BACK and then FORWARD to start again. Note: Do not click I ACCEPT at the bottom of the “Sign up for Windows Live”. Some businesses have their stock listed on the computer. You might be required to search the database for an item. Using a search button, you may have to write in the item name or product number. The computer systems will differ from store to store.

Learning Activity 2-4 - Chapters Website Chapters bookstore has a website where customers can search for books and order them. Go to www.chapters.ca. The Chapters website allows customers to search for books by: title, author, ISBN or UPC number, editor, and published by.

Near the top of the web page you will see the word SEARCH. Beside the word search is a drop down box that lists: In books, In music, In DVD, In gifts, In bargain, In iPod, Search all. Use this search tool to find the following and answer the questions. 1. Search for The Giving Tree. What is the lowest list price for a hardcover

edition?

___________________________________________________________________ 2. Who wrote the book I Know Why The Caged Bird Sings?

___________________________________________________________________ 3. What book has the ISBN 0060817089?

___________________________________________________________________


http://www.hotmail.com/

http://www.chapters.ca/


4. Name one book written by author Dan Brown.

___________________________________________________________________ Click on BOOKS ADVANCED SEARCH. Type all of the following information into the advanced search fields. ISBN: Published by: Author: Title:

0385660073 Doubleday Canada Khaled Hosseini The Kite Runner

Once they are filled in, click SEARCH. Answer the following question. 5. How many pages does this book have? _______________________________

Learning Activity 2-5 - Canadian Tire Website Go to www.canadiantire.ca. Search for “handsaw”. Find the handsaw that has the following product number: 57-7437-6 Click on the saw.

What is the name of the saw? ___________________________________________ Print the page that has the saw on it. Check IN STORE AVAILABILITY using the CHECK STORE INVENTORY button. Using your postal code, find the store nearest you. Find out if this saw is available or whether it has to be special ordered. Is this saw available in the Canadian Tire store nearest you? _____________


http://www.canadiantire.ca/


Using Inventory Lists Inventory lists are sometimes used by businesses to keep track of inventory. For example, if you are a cashier in an ice cream parlour, you would use a lot of ice cream cones. The owner of the shop would need to know every time you open a new box of cones. You might be required to check off on a list when you open a box. Failure to do so could be disastrous for the store. Imagine a hungry mob of ice cream seekers pounding on your door and you, standing there, afraid to let them in because you don’t have any ice cream cones! That’s an extreme example but inventory is something that needs to be kept track of and if you don’t work at it, you could easily lose track of what you have and what you don’t have. It’s an important part of the job and must be taken seriously. Filling in Forms Forms are used to make recording information easier. Forms have blank spaces that need to be filled in. Once you have filled in all the areas, you know that you have all the information you need. Forms help people so that they don’t forget important information. As we discussed at the beginning of the chapter, neatness is always very important. Tips for Filling in Forms • Answer all the questions. Fill in all the blanks. If something doesn’t

apply, write N/A. This stands for not applicable. • Do not use blotchy pens. • Do not use pencils unless you are specifically told to use one. Pencils

are harder to read and can smudge and fade over time. • Do not cross out if you can help it. If you have to cross out, make sure

that what you write in place of the crossed out information is readable.

• If there are instructions on the form, follow them.



Learning Activity 2-6 - Fill in the Blanks Brainstorm either on your own or with your group. What information might you need to collect on forms when you are working as a cashier? Write your ideas below.



What are the blanks? Depending on the form you are using, you might need to collect or write down all or some of the following: • Name • Date • Address • Telephone • E-mail • Product code • Price • Quantity • Reason for return • Expiry date • License number • License plate number • Credit card number • Proof of age • Student ID number • Band card number (for native Canadians) • Order number • Payment made / paid in full • Account number • Signature Double check spelling, numbers, and information when you collect this information. Read it back to the customer if necessary.



Learning Activity 2-7 - Forms Work with a partner. Your partner will be given an information sheet by your instructor that contains their “personal information” (i.e. fake name, address, telephone, etc.) for this activity.

Role play that you are a cashier and your partner is a customer. You are required to fill in the following form. Your partner will use their personal information sheet to provide you with names and numbers etc. Ask for the required information from your partner and then fill in the form. Don’t forget! Verify spelling. Write neatly. Once you have completed the form, switch and allow your partner to be the cashier and take down your information. Note: This is not an authentic document used in stores, but rather one that encompasses as much of the information areas as possible.




Form 23-A Account#: Date: Last Name: First Name:

Mailing Address: Postal Code: Area Code: Telephone: E-mail address: Item Product Code Quantity Price Please state the reason for returning the item: Name on card:

Credit Card #:

Card type: Visa Mastercard American

Express

Expiry Date (mm/year)

License Number: License Plate Number:

Customer Signature:

Staff Initials:


Forms at Work Handwritten Invoices An invoice is a form used by a business and given to the customer. Often invoices are not paid in advance, but rather come in the mail and payment is due upon receiving the invoice. Another name for an invoice is bill. Invoices can be done on the computer or by hand, depending on the employer. Invoice systems vary from business to business. Sample invoice:

Invoice Number: 84847 Invoice

John’s Business 1432 Main St. Date: 3/28/2006

City, Ontario R9S 7J3

ITEM Order Ship Description Price Amount K2938 1

1 Book $35.99 $35.99

LR948 3 3 DVD $10.00 $30.00

Total $ 65.99 GST $ 3.96 PST $ 5.28

Total Owing: $75.23 Payment due upon receipt. Thank you for your business!



Learning Activity 2-8 - Invoices Use the information below to fill in the following invoice. You will be marked on neatness, accuracy, and readability.

Invoice #546862 Date: May 6, 2006 Sold to: Ekim Mann 3859 Stone’s Throw Way City, Province Canada T9L 3F7

Ship to: Darla McKinney 48 Main Street, Unit #1340 Town, Province Canada R9K 2D0

Items ordered: F4948 ordered 1, shipped 1, candle, $2.99 G38347 ordered 10, shipped 8, rings, $54.99 Q84 ordered 4, shipped 1, necklaces, $14.00 Figure out the amounts and the total owing from the information provided. Use the GST and your PST (provincial sales tax) if required.

Invoice Number: Invoice John’s Business 1432 Main St. Date: City, Province R9S 7J3

ITEM Order Ship Description Price Amount

Total $ GST $ PST $

Total Owing: $

Payment due upon receipt. Thank you for your business!



Taking Orders You might be required to take orders, either in person or over the phone. The forms used to take the orders will vary from business to business depending on what is being ordered. If you work as a cashier in a pizza place, the order will contain information such as: • pizza size (small, medium, large, extra large) • type of pizza (cheese, pepperoni, deluxe, Hawaiian) • extra toppings (olives, ham, bacon, mushrooms) You might work at a place that requires you to take orders by product codes. These are codes that are assigned to a particular item. For example, automotive parts are often ordered by code number. Sometimes small parts don’t have common names and it wouldn’t do to order something called a “thing-a-ma-jig”! Companies have given them codes. Codes can contain both numbers and letters (i.e. K3857). When taking orders, especially over the phone, it’s important to speak slowly and clearly. Repeat the order, telephone number, and any other important information. It’s better to ask for clarification, than to write something down wrong!

Learning Activity 2-9 - DISCUSSION Discuss with your group or instructor different businesses that might require their cashiers to take orders. Brainstorm as many places as possible. List them below.



Filling in Gift Certificates Many stores offer the option of buying a gift certificate to their customers. Gift certificates can be a cash value (i.e. $25) or for a product or service (1 karate lesson). Either way, they are paid for by the customer. They give the certificate to a friend. The friend can then come back to the store and either spend the dollar value on the gift certificate or redeem their certificate for the service.

Gift Certificate Date: ________________ This certificate entitles ___________________________________________________ to ONE HOUR TANNING SESSION at Mickey’s Tan-a-Rama. Must be redeemed by: __________________________ Authorized by: ________________________________________ This certificate has no cash value.

Mickey’s Tan-a-Rama 24 Main Street, City, Province

J9Y 5T2

Redeemed means ‘to be turned in or used up’. Gift certificates often have a date by which they have to be used. It depends on the store’s policy. Authorized means ‘to give permission’. The cashier filling in the gift certificate would be authorized to do that job and so would sign or initial on that line. Gift certificates often contain the term no cash value meaning that they can’t be turned in for cash. Processing Item Returns and Exchanges Every store has a different policy regarding item returns and exchanges. Paperwork for both tasks will also differ. You may be required to collect information from the customer regarding the reason they are returning or exchanging the item. This will need to be written down. Some basic policies for returns and exchanges might include: • item may be returned within 10 business days • items with no receipt, can be exchanged only • all sales final after 30 days • items may be returned within 90 days • all items must be in their original packaging



Some stores might offer exchanges only. This could potentially anger some customers. They might want a refund, and you will have to tell them that they are only allowed an exchange. Be professional at all times. Filling in Rain Check Forms A rain check is an informal agreement by a merchant to a customer to provide an item the merchant has run out of at a later date for the item’s current price…the customer can return later and use the rain check to purchase the item at the sale price even if the item is no longer on sale.

(Source: http://en.wikipedia.org/wiki/Rain_check) A form is usually filled out stating the item wanted, the price, the quantity, and the date. The store keeps a copy and a copy is given to the customer. A store employee will call the customer when the item arrives.



Learning Activity 2-10 - Rain Checks Use the following information to fill in the following rain check form.

Item on sale: coffee, 300g Sale price: $2.99 Quantity wanted: 4 Date: August 30, 2006 Regular Price: $4.59 Name of customer: Joan DeWalt Customer telephone number: 875-563-7946 438 Union Street, Apt. #45 City, Province, J8K 3F9 Store #98 The rain check expires 90 days from today’s date. Rain Check

Judy’s Bargain Barn 89 Lotus Lane, City, Province, D8L 2P8 (845) 648-6578

Date:

Rain Check Expiry Date: Store #

Item Description Quantity Reg. Price Promo Price

Name:

Address:

City:

Province: Postal Code: Telephone Number:

We apologize for running out! We’ll call as soon as it arrives!



Chapter 2: Writing Skills B) Writing Messages and Notes

Essential Skill The information under the unit Writing Messages and Notes falls under Writing, Working with Others, Document Use, Oral Communication, Decision Making, and Significant Use of Memory.

Cashiers often need to write messages and notes to co-workers or management. Communication in the workplace is important. Remember what was explained in Chapter 1 about providing clear information. Messages and notes, even though they are less formal, still need to be clear! When taking a message or note, you may be required to use a special message pad. While You Were Out...The Art of Taking Messages (Adapted from source: Customer Service, “It’s more than just “Thank you. Come again.” © Literacy Link Eastern Ontario (LLEO), Telephone: (613) 389-5307)

To ____________________________ 9 URGENTDate ______________ Time _____________ AM PM

WHILE YOU WERE OUTFrom ______________________________________of_________________________________________Phone______________________________________

Area Code Number Ext.

Fax________________________________________ Area Code Number Ext.

Telephoned

Came to see you

Returned your call

Please call

Wants to see you

Will call again

Message______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Signed _____________________________________



It is very important to make sure you have all the information when you are taking a message or writing a note. You can buy message pads in most stationery stores. These pads help you to record all the necessary information. If you have all the areas on the pad filled in, then you have all the information needed. Message pads come in different styles. Some come in a spiral bound book, and when you write the message, it is transferred to the sheet below it. This allows you to keep a record of messages, in case the slip of paper is lost, or you need to flip back several months to find a name or number. This is very handy. Take a Message…Leave a Note Taking messages and leaving notes are an important part of any job. There are many reasons why you might have to write a message or a note.

Your job is to provide complete and accurate information.

Most commercial message pads have spaces that include the following information: Who is the message for? Write the name of the person that the message is for on the message itself, so as to avoid confusion or a mix-up. Date and time? Perhaps the person for whom the message is for will be away for several days. They need to know when people called them. URGENT If the message is any emergency or very important, check urgent. Not all message pads have this area. If not, write it in the message area and consider writing in large red letters. Who is the message from? Include first and last names. Ask for correct spelling. If the name is unusual, you may want to write in brackets what it sounds like to avoid mispronunciation. You might write Mr. Smythe like this: Sm-eye-th. It will help you pronounce it. Although people with names you’ve never



heard before are sometimes used to people saying their name wrong, it is a good opportunity to show them that they are a valued customer...and getting their name correct is important to you. What company is the caller with? Include the name of the company. As well, you may want to include something about the business (for example: Smith & Jackson Inc. doesn’t tell you a lot about what they do). If in the course of the conversation they mention that they sell office supplies, you will want to add that to the message. [Smith & Jackson - office supplies] This helps the person who will be returning the call focus on why they were called to begin with. Where can the caller be reached? Ask for the caller’s phone number, fax number if necessary, area code, and extension. Action? Usually on commercial message pads, there is a space to check off what happened (telephoned, came to see you, returned your call) and what the caller wants done (please call, wants to see you, will call again). What is the message? Be brief, yet make sure you get all the details. Sign your name The person receiving the message may need to ask you a question regarding the message. Now what? After you have written the message or note, you need to leave it in a place where it will be seen. Sometimes businesses have mail cubbies, lockers, etc. If possible, hand deliver the message. That way, you know they received it. No message pad?

If your business doesn’t use a commercial message pad, develop your own standard for taking messages or writing notes. You will need to record who the message is for, who it is from, the date, and the message. Study the



commercial message forms above. Answer all those blanks and you’ll take a nice, clear message.

Learning Activity 2-11 - How well do you take messages? (Adapted from source: Customer Service, “It’s more than just “Thank you. Come again.” © Literacy Link Eastern Ontario (LLEO), Telephone: (613) 389-5307)

Work in pairs or with your instructor. If real telephones are available, each pair should have at least one handset. If using only one, the person who is taking the message should use it. You will need to be able to write a message and hold onto the phone at the same time. Decide who is the caller and who is the message taker. You will have an opportunity to switch positions so that each person can practice taking a message. Use the message pads on the following pages. Remember what we have just learned about taking messages. Try to follow those instructions. Once you’ve both written a message using the message pad, try writing a message without the pad using the blank sheet of paper. Caller Read the following scenarios below. You may choose one of these, or use one of your own. Do not share any details with your partner until you are “on the phone” with them. Make up names and any other details you need. • Your co-worker is unavailable to take a call. The caller is a person who

will be picking your co-worker up from work. They need to let your co-worker know that they will be there not at 4:30 as planned, but rather at 4:00.

• A supplier stops in to see your boss. He is away at a meeting. The

supplier simply wanted to say hello, and possibly show him some new stock. He would like to be called back, but not for another week, as he will be on holidays.

• A customer calls asking for a donation for a local charity fundraising

event. The manager is away from her desk. • A supplier calls to say a shipment of paper products will be late in

arriving by two days. He also requests that the next order form be faxed instead of e-mailed.



• You are calling your workplace to tell them that you are ill and unable to come in to work today. You have a doctor’s appointment this afternoon. You would like your boss to call you back this afternoon.

If you feel that you need more help taking messages, ask your instructor to print you off another page of message pads and use that to take other messages. Ask friends or family to make up scenarios to help you.







Telephoned

Came to see you

Returned your call

Please call

Wants to see you

Will call again

Message______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Signed _____________________________________





Telephoned

Came to see you

Returned your call

Please call

Wants to see you

Will call again

Message______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Signed _____________________________________





Telephoned

Came to see you

Returned your call

Please call

Wants to see you

Will call again

Message______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Signed _____________________________________





Telephoned

Came to see you

Returned your call

Please call

Wants to see you

Will call again

Message______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Signed _____________________________________



Use this page to write messages without using a commercial message pad.



Chapter 2: Writing Skills C) Preparing Lists and Schedules

Essential Skill The information under the unit Preparing Lists and Schedules falls under Writing, Document Use, Reading, Oral Communication, Working with Others, Job Task Planning and Organizing, Problem Solving, Decision Making, and Finding Information.

Lists and schedules are designed to keep people organized and on track. Cashiers can use these tools to organize and prioritize. Prioritize means to put in order of importance. If your boss tells you that the magazines have to be put on the shelves and the puddle of water in front of the doors has to be mopped up, then you would prioritize those two tasks. The water is dangerous and should be done first. It is your first priority. The magazines can wait until after the water is mopped up. Task Lists Cashiers are often given other tasks to do besides working the cash register. These tasks can include things like sweeping, stocking shelves, tidying magazine racks, and creating displays. Managers often assign tasks at the beginning of a shift. Often cashiers are required to remember the list of items after hearing it only once! You don’t have to rely on your memory to remember a task list. You can write the list down. Consider keeping a small notebook in your pocket. Once you have the list written down, you can also prioritize it by assigning a number to each item. Once you are finished a task, check it off your list. Remember that sometimes a task list changes in a day changing the priority of each item. That’s ok. It’s important to be flexible!

It’s amazing how your sense of accomplishment can grow from seeing a list of checked off items!



Learning Activity 2-12 - Task Lists Think about things you have to do for the rest of the day. It could be anything (i.e. make dinner, wash the dishes, pick up the kids, do laundry, go to work, etc.). Write those items down both below and on a separate sheet of paper. Create your own task list. Prioritize the list by numbering the items. Carry this list with you for the rest of the day. As you complete an item, check it off.

My Task List

Schedules “A schedule is a list of employees who are working on any given day, week, or month in a workplace. A schedule is necessary for the day-to-day operation of any retail store or manufacturing facility. The process of creating a schedule is called scheduling. An effective workplace schedule balances the needs of employees, tasks, and in some cases, customers. A daily schedule is usually ordered chronologically, which means the first employees working that day are listed at the top, followed by the employee who comes in next, etc. A weekly or monthly schedule is usually ordered alphabetically, employees being listed on the left hand side of a grid, with the days of the week on the top of the grid.



“A schedule is most often created by a manager. In larger operations, a Human Resources manager or specialist may be solely dedicated to writing a schedule.”

(Source: http://en.wikipedia.org/wiki/Schedule_%28workplace%29) Schedules are often set up in a table, like the Bookstore Weekly Schedule below. Across the top of the table, you’ll see that the days of the week are listed. They are shown as Sun 5/1. This means that the date is Sunday, May 1. May is the 5th month. In the left hand column, the employees are listed. Their last names appear first, followed by the initial of their first name. Let’s look at M. Bourne as an example. This person works Sunday and Monday from 9:00 am till 6:00 pm and Tuesday from 9:00 am till 1:00 pm. We know this because we find the name Bourne, M in the left hand column and follow the row to the right which shows the times M. Bourne is working. Each time is listed under a particular day. What we do not know by this schedule is when M. Bourne gets coffee breaks or meal breaks.

(Source: http://en.wikipedia.org/wiki/Schedule_%28workplace%29)


http://en.wikipedia.org/wiki/Schedule_%28workplace%29


Learning Activity 2-13 - Schedules Look at the schedule on the previous page. Answer the following questions.

1. What time does T. Smith start work on May 2?________________________ 2. If your name was Jacob Misner, what two names would your name

appear between on the schedule? ___________________________________________________________________

3. Annie Gatsby wants to meet friends for lunch on May 4th. Will she be

able to do that? ___________________________________________________________________

Writing Your Schedules Down on a Calendar A work schedule is usually posted in an eroom or office. Often you are given a copy of theschedule. If you lose the schedule, you are responsible for getting a new copy or writing tschedule down. A good idea to help keep you organized is to use a day book or calendar. When you get your schedule, write it into your daybook. Double check to make sure you copy idown right! That way, if you lose your paper copy, you still have a record of when you have to work. Employers rarely accept “I lost my schedule” as an acceptable reason for missing work!

mployee

he

t

Scheduling Time Off in Advance All businesses have policies regarding time off. Some places require you to schedule time off weeks in advance. Others are more flexible. Be responsible and tell the scheduling person your time off request as soon as possible. If you know that you are taking a vacation in 3 months, don’t wait until the last moment to book your time off.



Chapter 2: Writing - Learner Self-Assessment When you have completed Chapter 2: Writing, assess your performance. Check yes or no in the boxes below. In the comments section, you can write down thoughts you have about the chapter. I started this chapter on (date) ______________ and finished ______________. A few notes on writing I understand the need to write clearly and neatly.


no

If my handwriting is hard to read, I understand the importance of printing so that co-workers can read my notes.


no

I understand that cashiers collect many pieces of information and that I need to copy it carefully and neatly.


no

A) Working with technology I can list and explain several reasons a cashier needs to write.


no

I know that some cashes are computerized. I can type using a computer. I can enter information into forms on a computer.


no

I understand how to use the TAB button to move through FIELDS.


no

I can explain why inventory lists are important to employers.


no

I know how important forms are to a business. I know I have to be neat and clear when filling a form in.


no

I understand that there are many pieces of information I might be required to collect as a cashier. I understand the importance of writing this information down neatly and clearly.


no

I have a basic understanding of invoices. I can fill in a basic invoice.


no



I know that some businesses require cashiers to take orders. I understand the importance of this task.


no

I can fill in a basic gift certificate. yes yes but I need more practice

no

I understand that businesses have different return and exchange policies. I know that when I start work, I will be told these policies.


no

I can explain what a rain check is and I can fill in a basic form.


B) Writing messages and notes I understand the importance of writing clear messages.


no

I know how to fill in a message pad. yes yes but I need more practice

no

I know how to write my own messages and make sure I have all the necessary information.


no

C) Preparing lists and schedules I understand that lists are used to organize and prioritize, two important skills for a cashier to know.


no

I can explain that cashiers are given tasks. I can write a task list. I know how, why and what to prioritize.


no

I understand what a schedule is, how it is often organized, and the importance of following it.


no

I know how important writing down my schedule is and why I should book vacation time early.


Comments _________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________



Learner Evaluation and Feedback for Chapter 2 - Writing 1. Did you enjoy doing the learning activities in Chapter 2?



not at all a little confusing yes I needed clarification 4. Do you think these learning activities are relevant to your goal of

becoming a cashier?

yes no not sure I needed clarification Comments _________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________



Chapter 2: Writing – Skills Checklist The skills surrounding writing are very important when working as a cashier, however, they are skills that are transferable. That means that you can take what you have learned and apply it to other jobs, or even to your own personal life. For example, now that you have learned these skills you could apply them to: • Filling in work application forms • Filling in on-line ordering forms • Taking messages at home • Leaving important notes for babysitters • Filling in applications to be a volunteer • Keeping a personal daybook • Understanding your children’s’ school and sports schedules • Leaving a message on the phone for someone else • Using the Job Bank on-line • Applying for Employment Insurance on-line • Creating your own gift certificates to give to friends and family • Filling in a paper order form for magazines or merchandise, etc. • Creating a chore schedule for your children at home • Making a shopping list • Making a list of things to discuss with your doctor These writing skills will work anywhere and anytime. Improving your writing skills can help you in your work and personal life. Think about how you might use the skills you’ve learned in Chapter 2: Writing. Write them below.



Chapter 3: Math Skills In this chapter, you will learn about: A) Verifying calculations B) Handling money Math skills are important. While most cash registers do the calculations for you, you may still be required to verify them, as well as handle money. Losing money by giving back the wrong amount of change could eventually lead to you being unemployed.

Learning Activity 3-1 - DISCUSSION Discuss and brainstorm with your group or instructor reasons why a cashier might need to use math at work. Think of the different kinds of cashiers when brainstorming. List the reasons below.

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________



The Essential Skills profile refers to math as Numeracy. Cashiers might do the following:

• Total bills by entering amounts in a cash register or calculator, receive payments, and make change.

• Total their cash and credit-card transactions. They compare these totals with cash register receipts and enter the results in financial records, reporting cash surpluses (too much money) or shortfalls (not enough money).

• If working a cash register at a gas bar, may use a rod, marked in centimetres, to measure fuel levels in underground tanks.

• Estimate prices for customers, such as the price of foods sold by weight or the cost of a meal in a cafeteria.

• May handle US currency. They may use an exchange rate chart or a calculator.

• May calculate what the store is owed for unsold stock, such as magazines, which can be returned for partial refund.

• Count stock, such as lottery tickets, and subtract this figure from the previous count to calculate sales.

• If working in a theatre, estimate whether a show will be sold out by a particular time to inform a customer, based on the rate of ticket sales and how many more performances there are before it’s over.

(Source: http://srv600.hrdc-drhc.gc.ca/esrp/english/profiles/75.shtml#Numeracy) The Essential Skills profile further breaks down Numeracy to include Math Foundations (specific math skills used). These include: • Read and write, count, round off, add or subtract, multiply or divide

whole numbers. (ex: making change or taking inventory of stock items) • Read and write, add and subtract, multiply and divide integers. (ex:

using negative numbers to correct over punches on the till) • Read and write, round off, add or subtract decimals, multiply or divide

by a decimal, multiply or divide decimals. Use decimals mainly to refer to dollars and cents. (ex: calculating sales tax)

• Read and write percents, calculate the percent one number is of

another, calculate a percent of a number. (ex: calculating a discount)



• Convert between fractions and decimals or percentages. Convert between decimals and percentages. (ex: converting a percentage to a decimal in order to calculate tax)

• Use tables, schedules, or other table-like text. (ex: work schedules and

price lists) (Source: http://srv600.hrdc-drhc.gc.ca/esrp/english/profiles/75.shtml#Numeracy) The Essential Skills profile goes on to say that cashiers are required to make calculations: • In their head • Using a pen and paper • Using a calculator • Using a computer • Using other devices such as a cash register



Chapter 3: Math A) Verifying calculations

To verify means ‘to check’ or ‘confirm’. When verifying calculations, you are double checking to make sure they are right. If they are wrong, you can end up losing money or charging too much. In order to verify a calculation, you must know how to do the original calculation. There are learning activities for each skill discussed, however, if you find you need more opportunity to practice, ask your instructor to find you more questions or photocopy the forms several times.

Essential Skills The information under the unit Verifying Calculations falls under Document Use, Writing, Numeracy, Problem Solving, Decision Making, Significant Use of Memory, Finding Information, Working with Others, and Computer Use.

Calculations at Work A cashier might be required to make several different kinds of mathematical calculations. They might include: • Addition, subtraction, multiplication, and division • Figuring out taxes • Discounts and percents • Figuring out exchange rates for US customers • Verifying age Addition, Subtraction, Multiplication, and D

ivision

you have problems in these areas, talk to your instructor. They are Ifimportant skills to have as a cashier. Make sure you know how to do these functions on a calculator as well.



Taxes In Canada, there are three types of sales tax: GST, PST, and HST. GST GST stands for goods and services tax. It is the federal tax. Currently it stands at 6%. That means that for every dollar a customer spends, they must also pay 6% or 6 cents. This money is collected by the store and then given to the government. Provincial Taxes (Source: http://en.wikipedia.org/wiki/Goods_and_Services_Tax_%28Canada%29) Every province except Alberta applies a PST or HST. In 1997, the provinces of Nova Scotia, New Brunswick, and Newfoundland and Labrador and the Government of Canada merged their respective sales taxes into the Harmonized Sales Tax (HST). In these provinces, the HST rate is 14%. In PEI and Quebec, the provincial taxes include the GST in their base. That means that they charge GST on the total, then charge PST on the total plus the GST. The three territories of Canada (Yukon, Northwest Territories, and Nunavut) do not have territorial sales taxes. British Columbia 7% Saskatchewan 7% Manitoba 7% Ontario 8% Quebec 7.5% (also applied to federal 6% GST, so actually 7.95%) PEI 10% (also applied to federal 6% GST, so actually 10.6%) (Source: http://en.wikipedia.org/wiki/Sales_taxes_in_Canada) Exemptions Not everything is taxable. Prescription drugs and basic groceries such as bread and milk are not GST taxable. Footwear under $30.00, children’s clothing, and books are not PST taxable in Ontario. Each province and territory is different. You will be taught what is taxable and what is tax exempt. Most cash registers add the tax for you. When you scan an item or punch it in, the cash register automatically knows whether to add tax or not.



Certificate of Indian Status (Source: http://www.ainc-inac.gc.ca/gol-ged/faq_e.html) Native Canadians can have the option of applying for and receiving a Certificate of Indian Status (also called a status card). It is an official form of identification issued by Indian and Northern Affairs Canada for a person who is registered as an Indian under the provisions of the Indian Act. The status card provides evidence that a person is entitled to certain tax exemptions. How do I add tax? Change the percent to a decimal You will need to change the taxes from a percent (6%) to a decimal. • 6% written as a decimal is .06 Every number, no matter what it is, has a decimal point after it. We just don’t write it, until there is reason. The number 6 can be written as 6. (6 decimal point). When changing 6% to a decimal, you write that number down and then move the decimal over to the left 2 places. You have to put a zero in before the 6. 6. = .06

Learning Activity 3-2 - From percents to decimals Write the following percents as a decimal.

1% = 10 % = 2% = 15 % = 3 % = 24 % = 4 % = 14 % = 5 % = 7 % = 6 % = 11% =

Now that you know how to change percents to decimals, you are ready to figure out the tax.


http://www.ainc-inac.gc.ca/gol-ged/faq_e.html


Let’s say that your customer spends $10.00 on an item that needs to have GST added. We know that GST is 6%. First change the percent to a decimal. We know that .06 is 6%. This has to be multiplied by the subtotal. The subtotal is the amount that the purchases add up to, which in this case is $10.00. Use Your Calculator Punch in .06 x 10.00 =. The answer should be 0.6. Currency shows two places after the decimal so we know that 0.6 as currency is $.60 or 60¢. Remember to round to two places after the decimal. If the calculator shows 35.0984, that needs to be rounded off to 35.10 or $35.10. Once you have the GST amount, you need to add that to the original sub-total. This becomes the Total.

Learning Activity 3-3 - Calculating Tax Figure out the GST for the following subtotals. Fill in the chart below. Don’t forget to write the dollar sign ($).

Sub-Total GST Total $15.67

$21.35

$235.59

$95.39

$101.35

$23.94

$394.94

$9.34

$30.02



Fig ut the GST and a Pr vincial Tax Ontario has a provincial tax called the PST. It currently stands at 8%. When adding two taxes, you figure out one tax on the sub-total, then figure out the second on the original sub-total. These two taxes are then added to the sub-total in order to find the total. For example: Subtotal = $14.00 GST = $.84 ($.06 x $14.00 = $.84) PST = $1.12 ($.08 x $14.00 = $1.12) Total = $15.96 ($14.00 + $.84 + $1.12 = $15.96)

Learning Activity 3-4 - Calculating Two Taxes Figure out the GST and Ontario PST (8%) for the following subtotals. Fill in the chart below.

uring O o

Sub-total GST PST Total

$19.35

$33.45

$89.49

$345.94

$38.00

$25.74

$200.00

$125.09

$454.45



Discounts: Fractions and Percents Sometimes stores offer sales in the form of discounts. Seniors are sometimes given discounts. Items may be advertised at 25% off. A cashier might need to know how to figure out the new price. Fractions and percents are the same thing; that is they re equal. ½ = 50%

5%⅓ off = 33.33% off = .33 ½ off = 50% off = .50

= Taking the Discount Off the Original Sale Price

Jolene works at The Sweater Haven. There is a 25% off sale. A customer brings a sweater to the till for her to ring up. The original price is $24.95. Jolene has to figure out the sale price. She uses her calculator. Jolene knows that 25% written as a decimal is .25. She punches in the original price of 24.95 and multiplies that by .25. This gives Jolene the amount that needs to come off the original price. 24.95 x .25 = 6.2375

Jolene also knows that this number on the calculator needs to be written as currency, showing two places after the decimal point. She knows that 6.2375 is $6.24. Jolene then subtracts $6.24 from the original price of $24.95. 24.95 – 6.24 = 18.71 The sale price of the sweater is $18.71.

a Common discounts include:

¼ off = 2 off = .25

75% off = .75 ¾ off



Learning Activity 3-5 - Discounts Figure out the sale price and fill in the following chart.

Starting price Discount Amount off

regular price Total

⅓ off $12.95

$100.00 50% off

$25.93 off ¼

$294.95 15% off

$99.99 25% off

$19.95 75% off

$75.39 ¾ off

⅓ off $149.00

$39.98 25% off

tuff n’ Such Department Store as a cashier. A

at $7.49. What is the total after taxes (GST & Ontario PST)? Show all your work below.

Learni g Activity 3-6 - Putting it All Together Using the skills you’ve learned above, answer the following questions.

n

1a. Yamil works for S

customer brings three items to the cash: rubber boots $14.95, gardening gloves $4.99, and a sun h



1b. the ruYamil’s customer, Jean St. John, returns the following day to return

b uld like her money back because the store doesn’t have the correct size of rubber boots. Fill in the returns form and calculate her refund. Show all your work. Use the date you’re completing this question as Jean’s return date.

ber boots. They were too small. The customer, Jean, wo

Stuff n’ Such De rrns Form

___________ _

scription: _____ ______________ _________________ ____

or return and r _____________ _________________ ____

_____________ _____________ __________________ _____

rchased: _____ _____________ __________________ _____

price: ________ ________

_____________ PST: ________________

fund: _______ _____________ Customer Name: ___________________________________________________

_ Custom _______________________________________________ Cashier Signature: __________________________________________________

partment Sto e Retu Date: __ _________ Item de _______ __ __ Reason f efund: ___ __ __ ______ _________ _ _

Date pu _________ _ _

Selling _______

GST: __ _

Total re _________ _

Customer Telephone Number: (_______) ______________________________

er Signature: _



2a. Stefan works at a building supply store. A customer purchases 2 ½ lbs. of finishing nails. They sell for $3.26/lb. The customer also buyan electric drill ($49.95) and a circular saw ($99.95). What is the sub-total and the total after taxes?

s

2b. he customer returns 2 days later with the newest store flyer. The

ular price. She did not eceive the sale price. How much money should she get back?

Tcircular saw is on sale. It is 30% off the regr



Figuring out Exchange Rates for US Customers

ada borders the United States, which means every year, thousands of Cantourists visit Canada. When they come, they spend money, which is very ood for the economy. Most US tourists buy Canadian money for their isit, but sometimes they have American money when they come.

1.00 US does not equal $1.00 Canadian.

here is an exchange rate. This shows how much ne country’s currency is worth in another country. he exchange rate changes every day.

or example, according to the Bank of Canada ebsite on Friday, September 15, 2006 the xchange rate from US to Canadian funds was: .1159. We know that currency shows two spaces fter the decimal, so $1.00 US is worth $1.12 anadian. ource: http://www.bankofcanada.ca/en/rates/converter.html)

xchange Rates in the Store

s a cashier, you might be required to convert US dollars into Canadian nd make change accordingly.

o Change American (US) $ into Canadian $

ultiply the US $ amount by the exchange rate

or example, using the exchange rate above

20.00 US x $1.12 = $22.40 Canadian

gv $ ToT Fwe1aC(S E Many stores offer exchange on the dollar. They will have signs posted.

Today’s Exchange:

$1.12

Aa T M F $



Learning Activity 3-7 - Exchange rates

. If the Bank of Canada stated that the exchange rate was 1.217, what

t exchange rate, what is $45 US worth in Canadian funds?

. Amelia works at a coffee shop in Windsor, Ontario which is near the Canada-US border. She sees a lot of Americans who come over to shop. They often have American money with them. Today is no different. An American man comes in to buy a bagel and coffee. His total is $3.75.

er calculator to figure the exchange and give her customer his change. She looks over at the exchange rate sign

d how much change the

1would the dollar amount be?

2. Using tha

Show your work. 3

He hands Amelia a $5.00 US bill. The cash registers are temporarily down, so Amelia has to use h

and sees that the rate is $1.15.

Using your calculator, figure the exchange anAmerican customer would receive. Show your work below.



Verifying Some cashiers need to verify the age of their customers in order to allow entry or allow sales of products or services. For example: • Selling cigarettes

• Renting movies Allowing entry to movies at a theatre Allowing entry into an ‘adult only’ establishment Working in a casino or gaming establishment

o verify age, a cashier must ask to see photo identification (ID). Examples f photo ID include: a driver’s license, age of majority card health card or assport.

o verify that someone is of age, you need to subtract the year of their irth from today’s year.

customer comes into your store and wants to buy cigarettes. He looks oung, so you ask for his photo ID. He hands you his driver’s license hich says his date of birth is November 1984. How old is this person? et’s do the math.

Today’s year 2006

Age

• Selling alcohol Working in a tattoo parlour

•••• Top How to Verify Age Tb AywL

Minus the year of birth - 1984 Age 22

Soallshcam

n

, by subtracting, we are able to see that the customer is 22 and legally owed to buy cigarettes. Remember to factor in the month. The month ould have already passed for the age to be correct. If this customer

e into the store in September, he’d only be 21. He wouldn’t turn 22 til his birthday in November. u



Learning Activity 3-8 - Verifying Age How old are these customers? Fill in the chart below.

Today’s Date Birthday on photo ID Age

October 5, 2006 January 4, 1986

September 21, 2004 August 30, 1987

March 5, 2004 September 6, 1991

May 3, 2005 June 11, 1986



Chapter 3: Math

Handling money

Handling money is one of the main tasks of a cashier. Handling money c • actions i nd c edit card • Counting back change • ge when a “Oh wait ere’s a dime.” Counting the till at the beginning of a shift Cashing out at the end of a shift

Cash Register (also called a till) (Source: http://en.wikipedia.org/wiki/Cash_Register) A cash register is a mechanical or electronic device for calculating and recording transactions, with an attached cash drawer for storing currency. The cash register also usually prints a receipt for the customer. In most cases, the drawer can be opened only after a sale, except when using a special key, which only senior personnel or the owner has. This reduces the risk of personnel stealing from the shop owner by not recording a sale and pocketing the money. In fact, cash registers were first invented for the purpose of eliminating employee theft. Often cash registers are attached to scales, barcode scanners, and credit card scanners. Increasingly, cash registers are being replaced with general purpose computers. Today, cash registers: • scan the bar code for each item • retrieve the price from a database • calculate deductions for items on sale • calculate the tax • calculate different rates for preferred customers • time and date stamp the transaction • record the transaction in detail including each item purchased • record method of payment • calculate totals

A)

Essential Skills The information under the unit Handling Money falls under

t Use blem Solvin cision Signif ng Inform ,

ith ter Us

DocumenMaking,

, Writing, Numeracy, Proicant Use of Memory, Findi

g, Deation

Working w Others, and Compu e.

an include:

Handling trans n the form of debit, a r

Making chan customer says, , h••



Cash Drawer (Source: http://en.wikipedia

.org/wiki/Cash_drawer)

cash draw erneath the cash register and is the place where money from transactions is kept. It is dividedmakes it ea Receipt

A receipt is a written acknowledgement that a specified ipts may be

proof of a transaction for the purpose of en lists

the transaction including amount paid, the method of payment,

and the date.

andling Transactions in the Form of Debit and Credit Card

e

in se with

for every time the debit machine is used). If they re not making money on a sale, then they are losing money on the

l businesses can’t afford to do that.

A er is usually und

into compartments for bills and coins. This ier to collect change from customers. s

(Source: http://en.wikipedia.org/wiki/Receipt)

article or sum of money has been received. Recepresented asexchanging or returning merchandise. The receipt oftthe purchases made, the total oftaxes or discounts, the

H Debit Cards (also called a Bank Card) (Source: http://en.wikipedia.org/wiki/Debit_card) A debit card resembles a credit card and is used as an alternative to cashwhen making purchases. The money is directly withdrawn from thpurchaser’s bank account. Many businesses have a minimum purchase amount. That means that the customer is required to spend a certaamount before they can use their debit card. This is usually the casmaller businesses. The reason is that businesses have to pay a per transaction fee (a feeatransaction fees. Smal Example:

ttention Customers:

A

Minimum purchase of $10.00 achine.

to use debit m

Sorry for the inconvenience.



Sometimes customers will want cash back. This means that an amount of money is given to the

ustomer. The customer is usually required to sign their receipt showing he cash back

Mac stops in to buy some things at the local discount store. His total is $24.96. While standing in line, he realizes that he doesn’t have any cash in his wallet

the babysitter when he

shier

cashier asks hthe cash. She

redit Card

s different from a debit card in r lends the consumer

to the ature can be

his means making sure that the signature on the back of the and on he receipt are the same. If not, you should notify your

upervisor.

redit card procedures and tween stores. You will be ained to use them.

money is added on to the customer’s total. The extracthat they received the money. Not all businesses offer toption. For example:

and he needs some to pay goes home. Instead of making a stop at the bank, Mac decides to ask for cash back. He tells the cathat he’d like $20.00 cash back. She punches it into the register and tells him his new total is $44.96. He uses his debit card. The

im to sign his receipt to show that he received then hands him the receipt and the $20.00.

C s(Source: http://en.wikipedia.org/wiki/Credit_card)

A credit card ithat the credit card issuemoney rather than having the money removed from an account. Interest on the balance is charged to the consumer every month.

When a purchase is made, the credit card user agrees to pay the card issuer (i.e Visa). Originally, credit card transactions required the cashier to hand write a credit card receipt, but today most stores have automated systems that work via the telephone or Internet. Once the transaction is accepted by the lending company, a credit card receipt is printed out. Customers are required to sign this receipt. Cashiers should hold onredit card until after the receipt is signed, so that the signc

verified. Tredit cardc t

s C h beardware will varytr



Learning Activity 3-9 - The Equipment

other word for a cash register? ___________________________ 2. Why were cash re

_____________________________________________________________________ 3. Some cash registe

_____________________________________________________________________

_________________________________ _________________________________

___________________ _________________________________

5. Why are cash drawers divided into compartments?

______________________________________________________________________

______________________________________________________________________

___

___________________________________________________________

1. What is an

gisters invented? __________________________________

rs are being replaced by ___________________________

4. List at least 4 things that a cash register does.

______________

6. Why might a customer need to keep their receipt?

______________________________________________________________________

___________________________________________________________________

7. A debit card looks like a credit card. How are they different?

___________

______________________________________________________________________



8.

In your own words, explain cash back. Include the reason why customers have to sign their receipt.

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

unting Back Change

asllorm

otcachange to give a customer. Cashiers pu

c ect amount out of ceiving the correct

ha Counting back change covers a few different areas. T Making change

Co C hier jobs may vary, but ultimately

cashiers handle cash for a large ap tion of the day. Accuracy is very

portant. i Counting back change is a skill that n all cashiers take seriously. Most

sh registers today tell you the

ll that amount out of the drawer and hand it back to the customer without counting it back. Counting ba k is a good way to verify that you’ve taken the corrthe till. It also lets the customer know that they are rec nge. You should always use the least amount of currency as possible.

hey are:

•• Counting back the change that you have taken out of the drawer Counting from the total up to the amount given •



Making Change Change is the money that is due to a customer after they have given you mo To Tacustomer gives. Total - $8.Ca

20.00 8.47

ney for their purchases.

Figure Out How Much Change is Due

ke the total of the purchase. Subtract it from the amount of money the

47 sh given by the customer - $20.00

$-

11.53.

Learning Activity 3-10 - How much change is due? ge is due and fill in the following

$11.53 You’ll need to give the customer back $

Figure out how much chanchart.

Receipt Total Money from

customer Change due back $24.93 $25.00

$190.34 $200.00

$14.09 $50.00

$6.49 $10.00

$19.22 $20.22

$48.32 $50.50

$29.99 $30.00

$16.83 $20.03



Automatic Cash Registers

ost likely, the cash register will tell you the amount to give back. You

of currency possible to make the change. If ou are giving $15.56 change, you wouldn’t want to give fifteen loonies,

hould apologize. aking change isn’t just about giving the correct change, but also about

Mwill need to pull the correct amount out of the cash drawer. You should always use the least amount yunless you absolutely had to, and even then, you sMtreating the customer well.



To Make Change Always start with the highest bills or coins. Use as many of these as possible. Repeat this with the next highest bill or coin. For example: The change due back to a customer is $27.57 The highest bill you could give out is a $20.00. You couldn’t give two of them, or that would be too much.

Pull a $20.00 bill out of the drawer. Now you have to deal with the $7.57. $7.00. A $10.00 bill is too much. The next highest bill is a $5.00.

Pull a $5.00 bill out of the drawer. You’re at $25.00. You still need $2.57. $2.00. That’s a toonie.

Pull a toonie out of the drawer. $.57. Broken down into groups, you have 50 cents and 7 cents. The highest currency to make 50 cents is two quarters. Five dimes make 50 cents, but it isn’t the highest currency.

Pull two quarters out of the drawer. 7 cents. Broken down into currency groups, you have 5 cents and 2 cents.

Pull a nickel and two pennies out of the drawer. You have just made change for $27.57.



Learning Activity 3-11 - Making Change Using the Least Amount of Currency

least ample is done for

you. It has been bolded and put into italics.

o give $45.27 change, I would use the following:

Look at the amount due back to the customer. Decide theamount of currency to give back. The first ex

T 2 $20 __ $10 1 $5 __ $2 __ $1 1 $.25 __ $.10 __ $.05 2 $ .01

_ $20 $.25 __ $.10 __ $.05 __ $ .01

__ $2 __ $1 __ $.25 __ $.10 __ $.05 __ $ .01

_ $20 __ $.25 __ $.10 __ $.05 __ $ .01

ing:

ollowing: __ $20 __ $10 __ $5 __ $2 __ $1 __ $.25 __ $.10 __ $.05 __ $ .01

Your turn: To give $27.43 change, I would use the following: _ __ $10 __ $5 __ $2 __ $1 __ To give $67.32 change, I would use the following: __ $20 __ $10 __ $5 To give $18.34 change, I would use the following: _ __ $10 __ $5 __ $2 __ $1 To give $39.99 change, I would use the following: __ $20 __ $10 __ $5 __ $2 __ $1 __ $.25 __ $.10 __ $.05 __ $ .01 To give $29.49 change, I would use the follow __ $20 __ $10 __ $5 __ $2 __ $1 __ $.25 __ $.10 __ $.05 __ $ .01 To give $57.39 change, I would use the following: __ $20 __ $10 __ $5 __ $2 __ $1 __ $.25 __ $.10 __ $.05 __ $ .01 To give $19.43 change, I would use the f



Another W If the cash aren’t using a cash register, you’ll still need to know how to make change.

tart with the total and count up to the amount given to you by the

t otal.

pennies while saying to yourself…14.93, 94, 95

0.

Ask your instructor for “play money”. Use the play money to s given below. Place a

check mark beside the lines you complete.

ay to Count the Change from the Drawer

register doesn’t tell you how much change to give, or if you

Scustomer. For example, the total is $14.93 and the customer gives you $20.00. Star

ith the tw $14.93 ick up twoP

Pick up a nickel…$15.00 ick up a $5.00…$20.00 P

The total is $27.88. The customer gives you $40.027.88, 89, 90 (while picking up two pennies) $

$28.00 (while picking up a dime) 30.00 (while picking up a toonie) $

$40.00 (while picking up a $10.00)

Learning Activity 3-12 - Counting up

count up from the totals to the amount

Money from Total customer Check

$14.92 $20.00

$31.14 $40.00

$6.23 $20.00

$9.23 $10.00

$2.16 $20.00

$1.92 $5.00

$12.20 $20.00



Counting Back the Change That You Have Taken Out of the rawer

10.52, your job is to take $10.52 out of the drawer and hand it to the oth

nd the customer.

ere’s your change, ma’am. Ten dollars (put $10 bill in her hand). 25, 50 quarters in her hand). 51, 52 (put two pennies in her hand).

tivity 3-13 - Counting Back Change Work with a partner or your instructor. Ask your instructor for

g it back to them. w your partner to do the

need more practice, make some e. Check off the amount when you get

t

D If the till tells you that the change to be given back to the customer is $customer. Counting out to the customer will verify the amount for bthe cashier a For example: “H(put two $10.52. Thank you.”

Learning Ac

“play money”. Use the play money to find the amounts below. Hand the money to your partner, by countinDo the first 10, then switch and allonext 10. If you find youamounts up and continuit correct.

First en amounts Check Second ten amounts Check

$38.46 $5.67

$42.94 $12.95

$.56 $14.87

$13.93 $.85

$29.35 $6. 20

$51.27 $.39

$12.74 $22.56

$4.25 $62.34

$16.23 $30.48

$6.54 $17.56



“Oh wait, here’s a dime.” Susan rings up her customer’s purchases and politely tells them, “That

is

ts.”

t the customer and politely says, “I’ve already rung it up and ou get 93 cents back.”

.

t it’s been rung in already”, Susan points out.

e (Pause) “Ho Susan is co

cenes like ove happen all the time to cashiers everywhere. The act tter tal y re

that by giving the teller an extra $.07, that they will get back $1.00 instead of $.93. Most people would rather have less change in their wallets and pockets, so this is ideal. However, it can be confusing. If you need to use a calculator, make sure you have one handy. Don’t rely on your employer to provide this to you. If you need one, buy a small one to keep in your pocket. To Figu nt to Give Back to the Customer Take the amount that the cash register shows as change due back and add it to the change that the customer wants to give you. This becomes the new amount that you have to give back to the customer. For example: The customer’s total is $10.43. The customer hands you $20.00. You punch that into your cash register. The due back shows $ .57. The customer then hands you $.50. How much change do you then give back?

comes to $14.07 please.” The customer hands her $15.00, and she punches it into the register. It quickly shows that the change due back $0.93. She starts to collect the change from her till, when the customer says, “Oh wait, here’s the 7 cen Susan looks ay “Yes, but I have the 7 cents right here. It’ll be easier”, says the customer “Bu

“But if I giv you 7 cents, you just have to give me back a dollar.”

w do you know that?”

nfused!

the one abSf is some people are be at men math than others. The cognize

re Out the New Amou

amount 9



Take the $9.57 change due back on the register and add it to the amount ey are giving you: $.50.

er is

Learning Activity 3-14 - Oh wait, here’s a dime

ustomer gives you, figure out the final change due.

. The customer’s total is $25.23. The customer hands you $30.00. You t due back shows

$__________. The customer then hands you $5.25. How much change

. The customer’s total is $2.64. The customer hands you $3.00. You punch that into your cash register. The amount due back shows

hat into your cash register. The amount due back shows $__________. The customer then hands you $3.00. How much change do you then give back?

ve back?

th $9.57 + $.50 = $10.07 Therefore, the change due back the custom$10.07.

Find the original amount due the customer. Using the extra change the c

1

punch that into your cash register. The amoun

do you then give back? 2

$__________. The customer then hands you $.04. How much change do you then give back?

3. The customer’s total is $7.69. The customer hands you $20.00. You

punch t

4. The customer’s total is $19.17. The customer hands you $20.00. You

punch that into your cash register. The amount due back shows $__________. The customer then hands you $.25. How much change do you then gi



Counting the Till at the Beginning of a Shift

es they are given a float of money at the beginning of their shift at is theirs for the day. No one else uses that float of money. They are

equired to count it before the shift, use it to make change, and count it at the end of a shift to see how much money they made. When they go on breaks, they take the cash drawer out of the cash register and take it with

efloats enables employers and managers to track losses of money. SometimesShfor

Buy More Stuff Store

Float Form

_

We’ve already established that most cashiers work with money. Sometimthr

them or th y lock the cash register. Having employees with their own

a cashier is required to count the float before a shift begins. e must do this and then record the amounts on a Float Form. The m might look something like this:

Cashier: ___________________________ Date: __________ Time: _______ L

.01 x _______ = _______

.05 x _______ = _______

.10 x _______ = _______

$10 x _______ = _______ $20 x _______ = _______ $50 x _______ = _______

Rolled Coins Penny Rolls $.50 x _______ = _______ Nickel Rolls $2 x _______ = _______ Dime Rolls $5 x _______ = _______

_

Total Rolled Coins: ___________________ Total Loose Coins and Bills: ___________

oose Coins and Bills

.25 x _______ = _______ $1 x _______ = _______ $2 x _______ = _______ $5 x _______ = _______

Quarter Rolls $10 x _______ = _______ Loonie Rolls $25 x _______ = ______Toonie Rolls $50 x _______ = _______

Total FLOAT Loose and Rolled (Coin and Bills): C

ashier’s Signature:

Manager’s Initials:



You might be required to count it and only put the total amount in a ection of a cash out form (see next section).

s

t 47

ennies. Put the amount in the line after the x. Now it reads .01 x 47 =

et’s try another one. You’ve counted 32 quarters. It needs to be recorded like this: .25 x 32 = _______. Now you have to do the math. .25 times 32 is 8. Write it on the line. .25 x 32 = 8. We are working with currency, so the 8 should be written like this: 8.00. Completed, it would look like this: .25 x 32 = 8.00.

s If you look at the form, there are two sections: Loose Coins and Bills and Rolled Coins. The reason for this is you are given loose change and bills awell as some rolled change in case you also need that. Don’t un-roll it until you need it. Leave it in a tray on its own. Under Loose Coins and Bills, you’ll see .01 x _______ = _______. This iswhere you record how many loose pennies (.01). Let’s say you counp_______. Now you have to do the math. .01 times 47 is .47. Write .47 onthe line. Completed, this would look like this: .01 x 47 = .47. L



Learning Activity 3-15 - Float Form Before your shift begins you must count your float and record it on a float form. You are given: 2 rolls of loonies, 89 pennies,

f

________

4 - $10.00 bills, 1 roll of toonies, 47 dimes, 2 - $20.00 bills, 20quarters, 3 -$5.00 bills, 2 rolls of quarters, 1 roll of dimes, 35 nickels, 1 roll of nickels, 10 loonies, 15 toonies, and 1 roll opennies. Fill in the form below.


Float Form Cashier: _________________________ Date: __________ Time:

Loose Coins and Bills .01 x ________ = ________ .05 x ________ = ________ .10 x ________

Rolled Coins Penny Rolls $.50 x _______ = _______ Nickel Rolls $2 x _______ = _______

= ________ .25 x ________ = ________ $1 x ________ = ________ $2 x ________ = ________ $5 x ________ = ________ $10 x ________ = ________ $20 x ________ = ________ $50 x ________ = ________

Dime Rolls $5 x _______ = _______ Quarter Rolls $10 x _______ = _______ Loonie Rolls $25 x _______ = _______ Toonie Rolls $50 x _______ = _______ Total Rolled: ________________________ Total Loose Coins & Bills: __________

Total FLOAT Loose and Rolled (Coins and Bills):

Cashier’s Signature: Manager’s Initials:



Cashing O Once your

Buy More

Cashier: ___________________________ Date: __________ Time: ________

ut at the End of a Shift

shift is over, you’ll also have a Cash Out Form to fill in. Stuff Store

Cash Out Form

Rolled Coins

0 x _______ = _______

$10 x _______ = _______ $25 x _______ = _______

Penny Rolls .5Nickel Rolls $2 x _______ = _______

ime Rolls $5 x _______ = _______ DQuarter Rolls oonie Rolls L

Toonie Rolls $50 x _______ = _______

.01 x _______ = _______

Loose Coins and Bills

.05 x _______ = _______

.10 x _______ = _______

.25 x _______ = _______ 1 x _______ = _______ $

$2 x _______ = _______ $5 x _______ = _______ $10 x _______ = _______ $20 x _______ = _______ $50 x _______ = _______

Total Rolled Coins: ___________________Total Loose Coins and Bills: __________ Total Cash: __________________________

T ______________ T draT ips ______________ ______________ Subtotal minus Float: ______________

om end of shift receipt): ______________ om end of shift receipt) ______________

Total Credit Card Sales (from end of shift): ______________ Total Sales: ______________ Total Sales from above: ______________ Minus “Subtotal minus Float” from above: ______________ + / - Over or under: ______________

otal Cash (in drawer): otal Debit Sales Slips (in wer): ______________ otal Credit Card Sales Sl (in drawer): ______________

Sales Subtotal: Float:

Total Cash Sales (frTotal Debit Sales (fr




The purpose of a Cash Out Form is to reconcile or balance the money in ur cash register. At the end of

our shift, you will print an end of shift receipt which contains all of the

your total cash, debit, and credit card sales. In your drawer, you will have de Jean starts her shift with a cash float of $100.00. She counts it and fills insales. She sits down to complete the Cash Out Form. She counts all the money in her drawer. She has $367.48 in cash. She has slips totaling $92.19 in debit and credit card sales. She can see from her receipt that sh les an in her cash box equal $459.67, which is the total of cash ($367.48) plus the total of debit and credit card slips ($92.19). She knows that $100.00 of that cash was her float. When Jean finishes totaling her sales, she sees th at means that the cash register totals from the end of shift receipt equal the total of the cash, debit, and credit slips that she has in her cash drawer. Th may nm sn’t hamake an issue out of it. Each stofor unbalanced Cash Out Forms. You will likely be told about this during your training. It goes without saying that if you strive to balance your till, your employer will appreciate your accuracy. I

This is your end of shift receipt for today’s shift. Using the float this he

T llowing cash and coin amounts: 2 rolls of loonies, 1 roll of quarters, 1 roll of dimes, 5 dimes, 9 loonies, 12 - $20 bills, 8 - $10 bills, 6 pennies, 10 toonies, 23 - $5 bills, 7 nickels, 3 quarters, and 1 roll of pennies.

your drawer to the actual sales totals at yoytransactions from your shift. From this receipt, you will be able to find

bit and credit card slips as well as cash.

the Float Form. Over the course of the day, Jean has $359.67 worth of

e had $58.23 in debit sa d $33.96 in credit card sales. The totals

at she has balanced. Th

ere are times when you ot balance. If the amount that you are ppen very often, the employer may not issing is small and it doere has a different policy and procedure

t should be noted that Cash Out procedures and forms will vary.

Learning Activity 3-16 - Cash Out Form

amount from Learning Activity 3-12 and receipt, fill in tfollowing Cash Out Form. End of Shift Receipt for 5/23/06

Total Cash Sales: $256.32 rd Sa es: $428.89 Total Debit Ca l

Total Credit Ca al 3 3 rd S es: $ 50.2

he till contains the fo




Cash Out Form

Cashier: ___________________________ Date: __________ Time: ________

Rolled Coins

Penny Rolls .50 x _______ = _______ Nickel Rolls $2 x _______ = _______ Dime Rolls $5 x _______ = _______ Quarter Rolls $10 x _______ = _______ Loonie Rolls $25 x _______ = _______ Toonie Rolls $50 x _______ = _______

____________

Loose Coins and Bills .01 x _______ = _______ .05 x _______ = _______ .10 x _______ = _______ .25 x _______ = _______ $1 x _______ = _______ $2 x _______ = _______ $5 x _______ = _______ $10 x _______ = _______ $20 x _______ = _______ $50 x _______ = _______

Total Rolled Coins: ___________________ Total Loose Coins and Bills:

Total Cash: _________________________

Total Cash (in drawer): ______________ Total Debit Sales Slips (in drawer): ______________ Total Credit Card Sales Slips (in drawer): ______________

Sales Subtotal: ______________ Float: ______________

s ________

Total DeTotal CreTotal Sal Total Sales from above: ______________ Minus “S btota ______________ + / - Over or under: ______________

Subtotal minus Float: ______________

h Sales (from end of shift receipt): ______Total Cabit Sales (from end of shift receipt): ______________ dit Card Sales (from end of shift): ______________ es: ______________

u l minus Float” from above:




For more opportunity to practice the math skills covered in the M following websites: http://ww ht mny.h http://www.thatquiz.com/tq/pra(Y nd th ht ecimal http://www.moneyinstructor.com/coi(free trial but will have to pay lat ht f0 /cs2 rdstr/P11/ h tp:// ww.f nbra ht .htm(P ht h om/mny.htm

ath Chapter, visit the

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tp://www.aaamath.com/ tm

ctice.html?moneyou can change the level a e currency to Canadian)

tp://www.mcwdn.org/D s/MonDecQuiz.html

ns.asper)

tp://ellerbruch.nmu.edu/classes/cs255 2 55students/snomoney.html

t w u in.com/cashreg/

tp://www.moneyskillsattainment.com/dollarscen ltsrogram available for purchase)

tp://www.quia.com/jg/4918.html

ttp://www.321know.c



Chapter 3: Math - Learner Self-Assessment When you hav

heck yes or ne completed Chapter 3: Math, assess your performance. o in the boxes below. In the comments section, you can

started this chapter on (date) ______________ and finished ______________.

Cwrite down thoughts you have about the chapter. I A) Verify calculations I have good basic math skills in the yes yes

but I need practice

no following areas: addition, subtraction, multiplication, and division. more

I know what the taxes are in my yes yesprovince.

but I need more practice

no

I understand that certain items are tax yes exempt and that I will be told what they

yes but I need more practice

no

are when I start working. I can change a percent to a decimal. yes yes


no

I can figure out what GST and PST are yes yes

more practice

no and add them to a sub-total. but I need

I can figure out the discount amount using either percents or fractions.


no

I can figure out a refund and fill in a refund form.


no

I can use the exchange rate to change yes yes but I need more practice

no US currency into Canadian.

I can verify a customer’s age. yes yes but I need more practice

no

B) Handling money I know the following pieces of equipment and terminology: cash register, cash drawer, receipt, debit card, and credit card.


no

I can figure out how much change is due to a customer.


no

I can add a cash back amount to the subtotal in order to figure out the total.

yes yes but I need

no



more practice

I can make change, using the least yes yes amount of currency possible. but I need

more practice

no

I know how to count the change from a drawer.

yes yes nbut I need more practice

o

I can figure out the new amount due yes yes no when handed change near the end of a but I need

more practice transaction. I can count the till at the beginning oshift and fill in a Float Form.

yes f a yes but I need more practice

no

I can cash out at the end of a shifill in a Cash Out Form.


no ft and

C ou need mo _________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

omments (use a blank sheet of paper if y re room)



Learner Evaluation and Feedback for Chapter 3 - Math 1 ing activities in Chap

2 ese s?

fairly well well 3

I needed clarification

. Did you enjoy doing the learn ter 3?

yes no

. How well do you think you did on th

very poorly not that well

activitie

very

. Were the instructions easy to follow?

not at all a little confusing yes 4. Do you think these learning activities are relevant to your goal of

becoming a cashier?

y well

Comments (use blank sheet of paper if you need more room)

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

very poorly not that well fairly well ver



Chapter 3: Math – Skills Checklist he skills surrounding math are very important when working as a T

cash wever are skills that are transferable. That means that ou e wh have learned and apply it to other jobs, or even to

or ha d u c em :

K g s Helping your children learn money math skills

o Understanding and being able to figure out discounts when you are

s Finding the best deal between two stores when discounts are involved Counting your own money for banking purposes

Filling in a variety of forms at work or at home

These math skills will work anywhere and anytime. Improving your math

Math. Write them below.

ier, ho can tak

, they at you y

your own personal life. F example, now t t you have learne these skills yo ould apply thto Helping you manage your own money •• nowing if you receive the right chan e at the tore •• Being able to figure out what the tax will be on an item you are thinking

f buying •

hopping ••• Volunteering to be a treasurer for a club or organization •

skills can only help you in your work and personal life.

Think about how you might use the skills you’ve learned in Chapter 3:



Chapter 4: Reading In this chapter, you will learn about: A) Reading to follow instructions and directions B) Locating and reading information on a computer

Learning Activity 4-1 - What do cashiers read?

learning, a cashier’s job entails more than

________________________________________________________________________

_______________________________________________

Learning Activity 4-2 - DISCUSSION Discuss your thoughts and ideas about when and why cashiers need to read. Did other learners come up with ideas you hadn’t thought of? Write them below. Once you’re finished, read the next page, which lists the Essential Skills for a cashier. Discuss the list with your group or instructor.

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

Have you ever heard this: “Cashiers don’t read! They add stuff up and hand back change.” As you can imagine, they are wrong! We are

just handing back some change!

Think about the job of cashier. Why might a cashier need to read? What Photo Source:

photo/00cn0803-21.hthttp://www.usda.gov/oc/might they need to read? Write your m

ideas below. _________________________________________________________________________

_

__________________________



Essential Skills The Essential Skills profile states under the heading Reading, that Cashiers might:

• Read notes or memos with information about price changes, new products or procedures, administrative matters, upcoming sales promotions or special events.

Read letters from suppliers with information about products or price

• Consult manuals for information on procedures, such as how to refund money or

(Source: http://srv108.services.gc.ca/english/profiles/75.shtml#

ile using documents. The tasks under Document Use:

displays, or account statements to

m to promotional flyers or coupons e if the product is on sale.

balance the payments and charges. They may use up to ten documents at a time.

n• Read tab

•to pass this information on to customers. changes

give discounts.

Cashiers might also be required to read whEssential Skills lists the following

ReadingText)

• Read price tags, bills, cash register

determine the amount due. • Read brand labels and compare the

to determin• Consult lists, such as lists of product names and their prices, lists of

people who have written NSF (not sufficient funds) cheques, lists of exchange rates or pounds to kilograms conversion charts.

• In theatres, the use of a seating chart to help customers with ticket selection.

• Read computer lists of information about sales by category to be able to

• s, labels, and lists. Read sigles, schedules, or other table-like text.



Chapter A) Reading to Follow Instructions and Directions

em

Sometimes items are listed and it’s up to you to prioritize them.

4: Reading

Essential Skill The information under the unit Reading to Follow Instructions and Directions falls under Reading, Document Use, Writing, Numeracy, Oral Communication, Problem Solving, Decision Making, Job Task Planning and Organizing, Finding Information, and Working with Others.

People read for different reasons: enjoyment, to find information, to learn, tc. Employers have said that cashiers need to know how to read in order e

to follow instructions or directions. This is something that will help thsucceed at their job. Instructions and directions are typically made up of one or more things that you are being asked to do.

Sometimes those items are listed by number and have to be done in the

der they ar

Sue, Please clean the shelf above the canned tomatoes and wipe down the counters.

Thanks, Jim

or e given.

Tce (with photo ID) and valid credit card.

e. Verify photo ID. 4. Have floor manager approve collected information and cheque. 5. Proceed with transaction.

o accept a personal cheque 1. Ask to see both driver’s licen

2. Verify expiry date on credit card. 3. Write driver’s licence number on back of chequ

• Put up new signs advertising tomorrow’s specials. • Change the cash register tape in till #4. • Clean up spilled milk in aisle #7. • Fill in new float form.



Learning Activity 4-3 - Read to Follow Instructions

helly, Mindy’s manager, hands Mindy the note and says, “It’s very

indy smiles and takes the note. She likes her manager and wants to tch. ‘I’d better go get my till’, thinks

______________________________________________________

________

rise Doug, a fellow

“What are you doing at my register?” she asks Doug.

and Directions The manager at John’s Deli hands the following note to an employee named Mindy.

Mindy: I’ve taken you off cash for this morning. I need you to do the following tasks befreturn to c lar #6.

ates on deli meat and remove expired items • take down bread sale signs

sliced meat sale and put them on my desk when done

ore lunch. I’ve prioritized them for you. After lunch, you can ash, but you’ll be on register #4, not your regu

Thanks. Shelly, Manager • check expiration d

• wipe down bread shelves before bread shipment arrives • make sale signs for upcoming

Simportant. Thanks Mindy.” Mhelp her. Mindy looks at her waMindy. ‘I’ll read the note as soon as I get set up at my register.”

STOP! Where did Mindy go wrong?

______________________________________________

• when pop shipment arrives tell driver to pile at back door, not side

Mindy gets her till and heads to register #6. To her surpmployee, is already working there. e



“Shelly toldwork. Mindy is confused. She always works till #Shelly and ask her.

indy finds Shelly in her office. She’s going over the month end reports nd looks str t.

bothu t

P! u think Shelly’s reaction will be? What will

she ask Mindy?

______________________________

lking her this morning. "Oops. Guess I should have read it first

! thinks Mindy. She also sees that

started", thinks Mindy. She scans the list and makes a mental note of things she has to do: make sales signs for meat sale, bread sale signs,

aback door, wipe down bread shelves.

_________________________________________________________________

___

me I was working here today,” replies Doug, who goes back to

6. Maybe she’d better find

M a essed ou “Sorry toHe said yo

er you Shelly, but I went to my till and Doug is already there. old him he was working there today. What till am I on?”

STOWhat do yo

________________________

______________________________________________________

After taShelly gavething. She did say it was important", thinks Mindy. Mindy gets out the note and quickly scans it. "Well that explains thingsm not on cash until this afternoon"

with Shelly, Mindy realizes that she needs to read the note

I’there is a list of things she is supposed to do before lunch. "Better get

tes and remove the bad items, pop driver will pile at check expiration d

STOP! What do you think of Mindy’s mental list? What important piece of information did she miss while scanning the note? ______________________________________________________

________

_____________________________________________________________________



Mindy decides to leave a note for the driver at the back door. The note

the pop driver see the note? How come?)

______________________________________________

_____________________________________

_

___________________

t y

s them, rather than t the back door where she wanted him too. He must not have seen her

n’t an read the note? How did all of this

affect the stock boy?

______________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

The bread shipment arrives and Mindy realizes that she hasn’t wiped down

Once that’s done, she does a quick wipe around the stacks of bread. "Not

and remembers to remove them. "Good ing no one bought any of the new bread with this sign here", thinks indy, "or they would have had to get the sale price! That would have

reads: “Please pile pop here”.

STOP! Why could this get Mindy into trouble? (Hint: Will

________

_________________

__________________ ______________________________________________________

______________________________________________________

Next Mindy makes a sale sign for a meat sale. She puts it up in the measection. When she walks by the side door, she sees that the pop deliverman has piled the cases of pop where he normally pileanote. Mindy grabs the cart and moves the pop herself. She asks the stockboy to help her.

STOP! What else has gone wrong for Mindy today? Why didthe pop delivery m

________

the shelves. She tells the driver to put the bread on the shelves anyway.

the greatest, but I’ll do it better next week", thinks Mindy. While she’s there, she sees the bread signsthMmade Shelly mad!"



Just then, Mindy hears a commotion at the meat counter. She hears Mrs.Tacumpsy, a regula

r customer, telling the butcher, “This meat expired

esterday! Why is it still here? I almost bought old meat. I could have

dates".

She hears the butcher telling Mrs. Tacumpsy that he was just about to go

always check for freshness and never sell meat that has expired. He says

r

that her manager had prioritized the list! Mindy had just een doing whatever she felt like doing next, not in any particular order!

list in the note and see what e’s done and what she has left to do. Then make a

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

___

____

______________________________________________________

ybeen made sick by this old meat.”

"Uh-oh", thinks Mindy. "I was supposed to check the meat expiration

through the meat to take out the expired meat. He assures her that they

that Mrs. Tacumpsy is his favourite customer, and he’d never do anything to make her sick! Mrs. Tacumpsy blushes. Mindy thinks, "Boy, I’m not getting anything right this morning! I’d betteread my note again!" She gets out the note and sits down to read it. She immediately see b

STOP! Help Mindy make the most of the time she has left. Go through the prioritizedshnew prioritized list for Mindy. Use the space below.

_________________________________________________________________________

______________________________________________________________________

_____________________________________________________________________

___________________



Learning Activity 4-4 - DISCUSSION Discuss Learning Activity 4-3 with your group or instructor. What went wrong? What was Mindy’s first mistake? Once

cronyms are abbreviations where the first letter of each word is used to rm a new word or

POS stands for Poincash register. Wireless POS can be brought right to a customer’s table at a restaurant. PLU

PST

found on boxes, bags, tags, or on a sticker on the item itself. T

Universal means “everywhere”. Manufacturers apply for a UPC. A UPC on

shampoo in Ontario. When a cashier scans the UPC, the computer

for items that are loose, bulk, or bunched. Apples, for example, come in many varieties (Macintosh, Spartan, Granny Smith). Apples are sometimes sold loose so there is nowhere to put a UPC code on the merchandise. Retailers use a PLU# that is assigned to each variety. For example, Granny Smith apples might have the PLU# 228. A cashier enters the PLU and the item is weighed. The cash register takes the cost per weight (kilogram, pound, gram) and multiplies it by the weight of the item.

Mindy realized she had to read the note, where did she go wrong at this point?

Jargon, Acronyms, and Codes Jargon is terminology or slang that is specific to a group. Cashier jargon might include words like till, float, layaway, sales rep (representative), barcode, inventory, and commission. Note: If any of these words are unfamiliar to you, use your dictionary or the Internet to find definitions. Afo name. For example: UPC is an acronym for Universal Product Code

t Of Sale (or Service). A check out system linked to a

means Product (Price or Produce) Look-Up Code GST stands for Goods and Services Tax

stands for Provincial Sales Tax NSF stands for Non-Sufficient Funds

Codes are used by many stores to identify inventory. UPC codes are often hese are

put on by the manufacturers. UPC stands for Universal Product Code.

a bottle of shampoo in BC will have the same UPC on the same brand of

processes the code information and looks up the price in its system.

PLU codes are Product (Price, or Produce) Lookup Codes. They are used




For example: Granny SmThe custom$ 3.28 x 2 LU code lists are sometimes found on a circular roller

gister screen itself. common PLU codes

.

s” and might be categorized as salted and nd a list of PLUs used in Canada, go to:

ith apples, PLU# 228, $ 3.28/kg er buys 2kg of Granny Smith apples.

(kilograms) = $ 6.56. Pnear the till or it can be on the cash re

ashiers are encouraged to memorize Cso that they can work faster. When cashiers have to stop to look up a PLU, it takes time. PLU codes are usually displayed in a table. Headings and tables may vary

ften the varieties are listed together under a Commodity heading. You Owould look under the Commodity heading “Apples” to find the list of applevarieties. To find tangerines, you would look under “Oranges”. Peanuts

ould be listed under “Nutwunsalted. To fiwww.plucodes.com. How to Read a PLU Table PLU Commodity Variety Size 4218 APRICOTS Regular Small 4219 APRICOTS Retailer Assigned 3302 APRICOTS Regular Large 3422 APRICOTS InterSpecific 4239 BERRIES Blackberries 4240 BERRIES Blueberries 4241 BERRIES Boysenberries 4242 BERRIES Cranberries 4243 BERRIES Gooseberries 4244 BERRIES Raspberries

(Source: www.plucodes.com) First, notice that there are four columns in this PLU list. The column headings are along the top row: PLU, Commodity, Variety, and Size. PLU is the assigned code, Commodity is the type or kind of item (in this case, it is kinds of fruit), Variety is the kind of commodity. The Commodity Berries contains six varieties: Blackberries, Blueberries, Boysenberries, Cranberries, Gooseberries, and Raspberries. Size breaks down the varieties even further. Notice there are two varieties of apricots called “regular”. That’s because they are two different sizes: small and large.


PLU lists are often organized alphabetically. The items in the Commodity ed alphabetically and the varieties in the Va

lso listed alphabetically. This speeds up the process of looking for a

system, the price per unit might be e added called

: $2.49/kg. per kilogram.

column are list riety column are aspecific PLU number. Depending on your cash registerdisplayed as well. For example, another column would bPRICE. Under that column, you’d see prices listed like thisThat means that the item on that row sells for $2.49 For example: PLU Commodity Variety Size Price 4045 CHERRIES Regular/Red/Black $4.00/kg 4258 CHERRIES Golden/Ranier/White $4.00/kg

If you were to buy 2 kg of Golden Cherries, you’d be charged $8.00. Golden Cherries sell for $4.00 per kg. $4.00 x 2 kg = $8.00

Learning Activity 4-5 - PLU Lists on Oranges to answer the following calculations you make in the spaces

p

Use the PLU section questions. Show anyrovided.

ORANGES PLU PRICE Caleb 601 2.84/kg Clementines, box 7.00/box 602Navel large 2.84/kg 603Navel small 4 3.09/kg 60Tangerines 605 2.84/kg Chinese 606 2.27/kg

1 t is t small N __________ ___________________

. Does the store sell Mandarin oranges? ________________________________

____

____

much would you be charged for 3 kg of small navel oranges?______

. Wha he PLU for avel oranges? _ 2 3. How much would it cost for 4 kg of Chinese oranges?______________ 4. How much would 2 boxes of Clementines cost?________________________ 5. What is the PLU for Caleb oranges?__ _____________________________ 6. 604 is the PLU for which variety of orange?____________________________ 7. How



8. Can you buy Clementines by the kilogram?____________________________ 9. What would your total be for the following order? Show your work

below.

ructions and directions requires the reader to read the i atio w ing asked of the wello n wh e ta act n. hink of reading to follow instructions and directions like reading a recipe.

flour”, flour. Adding

at the wrong time could mean the recipe might not turn out correctly. e read the recipe, understand all the parts as well as the order in which

to do the tasks, then we take action and begin the process.

and Proced manual contains all the information an employee needs to know about what the store’s policies are and how to go about following the procedures. Policies are rules the store and its employees must follow. Procedures a are to be ed. If a policy states that no returns are to be made after 2 weeks and a cashier allows a customer to return an item that they purchased 2 months ago, they might be reprimanded or warned by their supervisor. Cashiers

ave to read ies and understand They ead the

2 kg large navel oranges 3 kg Chinese oranges 1 box Clementines 2 kg Caleb oranges

Reading, Understanding, and Taking Action Following instnform n, understand hat is be m, as as the rder i ich to do th sks, and finally, take io

TNot only do we have to understand what is meant by “add 2 c. sifted but we have to know at what point in the process we add theitW

Cashiers might be asked to read a manual called Policies

ures. This

re how those rules follow

h the polic them. have to rprocedures and know how to follow them. If at any point a cashier is

ncertain, they need to ask for clarification or help. Obviously, when a unew cashier first starts a job, they are not usually expected to memorize he complete manual word for word, but ideally a cashier will spend time t

going over it so that they are very familiar with it. Good policies and procedures are written in clear language that is easy to

nderstand and follow. Unfortunately, this isn’t always the case. If you uare struggling with understanding the policies and procedures, ask a co-

orker, manager, or someone you know and trust to help you go over wthem. Sometimes having someone re-words the policy or procedure, can

elp you to understand them. It’s in your best interest to understand hthese documents.



Memos Memos are messages or notes, usually from management that tell the staff something impormana who staf rath

e Staff Memo Board for important memos and

emos are usually short and to the point. They are not sent outside the

’t

eed to take ction.

tant. They are an easy way for gement to reach the le f, er

than talking to each employee individually. Cashiers, and other staff, are expected to check thinformation. If there is something you don’t understand, ask a co-worker or manager. That is your responsibility. Mworkplace (that would be a letter). They can sometimes sound harsh because they are so direct. Do not take this personally. The point of a memo is to pass on information. (eg: All cashiers must wipe down their conveyor belt before and after a shift.) You might receive a memo that isnreally directed at you, but because you are an employee you receive it. It’syour responsibility to know if it is directed at you and if you na

Learning Activity 4-6 - Memos Read the following memo. Read Scenario 1 followmemo.

ing the

MEMO Attention: Cashiers Re: Christmas Gift Receipts and Exchanges November 1, 2006 From November 1 to December 24, all cashiers are required to ask customers if their purchase is a gift. If yes, use the GIFT RECEIPT stamp to stamp the back of the receipt. All returns for cash must be made before January 30, 2007. After that date, returns will be for store credit only. Please inform customers of this policy. Thank you. The Management



Scenario 1

Novee staff room and quickly scans

t catches her eye. The Christmas no exception. It’s the busiest

There are line-ups all the

nd grumpy. Her first e says ‘good morning’ to

ke all customers happy, but Mavis tries. By 11:00 m, she’s exhausted and she can’t wait until closing.

Learning Activity 4-7 - DISCUSSION Discuss with your group or instructor the scenario above. Based on the memo, what are the policies and procedures? What could happen if procedures aren’t followed? Where did Mavis go wrong? What could she have done differently? Write some comments and thoughts below.

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

Mavis works at a large department store. Onher shift and puts her coat and purse in ththe memo board but nothing importanshopping season is very, very busy. Today is Saturday that Mavis can remember working.way past the perfume counter! Most customers are nice, but some are tired acustomer tells her that he doesn’t like the way shhim. You just can’t ma

mber 1, she arrives for

a A young woman with a crying baby brings a sweater to Mavis’ counter.The baby screams the whole time Mavis handles the transaction. Mavishands the receipt to the customer, says “have a nice day”, and turns to help the next person in line.



Now read Scenario 2 below. Discuss this scenario with your group or rite your comments and observations below.

_

__

________________________________________________________________________

__________________

__

he customer from Scenario 1 returns to he store o

bought hesmall. Shsomethingsweater an

he goes t

instructor. W _________________________________________________________________________

________________________________________________________________________

_______________________________________________________________________

_

_________________________________________________________________________

_______________________________________________________

_______________________________________________________________________

Scenario 2 Tt n January 7. The sweater she

r sister for Christmas was too e ended up buying her sister else, and wants to return the d get her money back.

o the Customer Service desk Sand places the sweater and receipt on the counter. The customer says, “I’d like my money back. It was a gift and didn’t fit. I’ve bought her something else, so I just need my money back.” The cashier turns the receipt over and sees that it is not stamped “gift receipt”. The store’s normal return policy states that items can only be returned for cash within 7 days of purchase. She can see from the receipt that the purchase was made November 1. If the back had been stamped “gift receipt”, then she would have been able to return for cash until January 30th. The receipt does not have a stamp on it; therefore she’s not able to return for cash. She says to the customer, “I’m sorry. According to our policy, you can onlyget store credit.”



The customer says, “What? What do you mean? It was a gift. I need my oney back. There’s nothing I want here.”

The cashier realizes that she will not be able to handle this situation on

the customer is forced to wait 10 minutes. The customer starts to get

She bought the sweater as a gift and knows she should be able to get her

She’s tired and feeling frustrated at this point. Thankfully, the manager

cashier fill in the appropriate forms and after 5 minutes the customer is

he manager is able to see from the receipt that it was Cashier #2345 that

or in not stamping the receipt. He makes a mental note to sk to speak to her after her shift is over. Errors such as this are

d

ashiers might be given an Employee Handbook as part of their training. as they contain all the

mation about:

break times

n time

m

her own. She calls for the manager. He’s busy with another situation, so

annoyed because this return is taking far longer than she had anticipated.

money back. It’s not her fault the receipt wasn’t stamped.

Finally, the manager arrives. The customer has to re-explain the situation.

sees that it was a cashier’s error in not stamping the receipt. He has the

able to leave with her money back.

Tmade the erraavoidable. If only she’d read the memo anof this would have happened. Employee Handbooks

followed the instructions, none

CHandbooks are a great resource for you,information employees need to know. Employee Handbooks might contain infor • dress code •• pay scales • vacatio• opening and closing store procedures • who’s in charge of what • health & safety • job evaluation • training opportunities • work schedules work behaviour •• grievances • sick leave



• store maps and layouts • emergency procedures company overview

e something

le is a health & safety issue and needs to be done immediately. Put it at the top of the list!

d anized. Some PLU lists will be

ces have a memo icate. Sometimes

ly on a badly written note tacked to a wall to tell you about . Sometimes the person leaving you memos, notes, and e a terrible writer and you’ll struggle to understand them.

of business will have written policies or procedures. ill be written down, but they’ll be out of

s you’ll have to in the first place, because

set place for them. That’s the reality of

dea is, what we’ve covered in this ou something to strive for.

, you’ll have to use your whole set of : problem solving, decision making, critical

•• general information like where to hang your coat, eat lunch, park, etc. Tips for Following Instructions and Directions 1. Read the whole thing before taking action. There might b

important at the end of the message that you need to know before you proceed.

2. Sound out words that you have trouble reading. Ask a co-worker if you

are unsure. 3. Follow directions step by step. 4. Ask for clarification if you don’t understand something. 5. If you are given a list of items that are not in order, prioritize them.

Cleaning up a spill in the ais

The Reality of the Workplace The reality is that not all PLU lists, memos, notes, and policy anprocedure manuals will be clear and orgincomplete and not organized in a table. Not all workplaboard and not all places use memos as a way to communyou have to resomething newmessages will bNot all places Sometimes they wdate and no longer applicable. Sometimesearch to find the manualsthere will not be a the workplace. Knowing what the icurriculum, gives yUnfortunately

sthinking skill



thinking, job task planning and organizing, significant use of memory, and ion. These skills will help you cope with the

ot as organized as it should be.

on’t let this get you down or frustrated by others lack of organization. sk for help when you need it. Use your thinking skills to help you. Write

a policy and , you can refer

something, customers might stay calmer and not get as frustrated e

the ability to find informatworld of work that is n DAyour own notes for things you encounter that should be in rocedure manual so that the next time you need that infop

to your own notes. Work at memorizing PLU codes. Work at having excellent customer service skills, so that even if you get stuck with

mselves. th



Chapter 4: Reading A) Locating and Reading Information on a Computer

re cash registers are looking and working like computers. ashiers need to be able to use a mouse, open and close windows, type

basic words and numbers, read information, and scan for information on the computer screen. Some cash register screens are touch screens, and require you to use your finger to actually touch the screen, much like punching a button.

Essential Skills The Essential Skills profile states under the heading Computer Use, that Cashiers might:

• use computer controlled equipment. For example, they use computer cash registers.

• require knowledge of a special keyboard. • view product numbers, descriptions, and prices on a database. • use other computer applications. For example, those to record ticket

sales in theatres. A Reading Day in the Life of Christy Christy works at a small, family-owned movie rental store. She’s a cashier. Her main job is to wait on customers. They pick out the movie they want and bring the case to the counter. Christy retrieves the movie from the back shelves and hands it to them.

More and mo

Essential Skill The information under the unit Locating and Reading Information on a Computer falls under Reading, Document Use, Writing, Oral Communication, Decision Making, FinInformation, Working with Others, and Computers.

C

ding



Everysystem by their phone number. Christy asks

customer is registered in their computer

year now, and has some customers’ numbers zed. Once she types in the number, the

e,

ells is name using the mouse. Then she says, “Ok,

unch in your pin number.” She hands him the small pin-number key ad.

A pin number is a secret number (personal identification number) and if o

Christy’s boss doesn’t want anyone borrowing movies that isn’t a registered customer.

e computer finds those titles in its system and marks them as rented. The

ie rentals. Christy tells the they

h at the movie store took a few days to get used to, ut when Christy first started she worked with other staff that were always

to her.

ty

e

She also reads the back of the movie cases so that she gets a general idea of what they are about. Her boss encourages his staff to read movie magazines so that they are up to date on what’s happening in the movie

them for the number and types it into the computer. She’s been working there for over a

memoricustomer’s page comes up. This includes namaddress, telephone, movies rented in the past, etc. It also has a list of everyone at that phone number who is allowed to rent movies.

For example, there are four people in the Smith family: mom, dad, and two teenagers. All four people can rent movies, but they each have theirown pin number. That’s a secret four digit number. When one of the Smith teens comes in to rent a movie, they give Christy their phone number. When the screen opens, she says, “What’s your name?” He ther and she clicks on hpp

punched c rrectly, verifies that that person is who they say they are.

Christy also types the numbers on the movie cases into the computer. Th

computer also calculates the cost of the movcustomers how much the movie rentals cost and makes change. Ifpay by debit, she does that transaction too.

e computer programTbthere to help her. Now, it’s like second natureShe’s even had dreams about renting movies! Christy also has to read other things at work, notjust information on the computer. When shipmenof new movies come in, there is always an inventorlist. Christy’s job is to go through the list to maksure that everything they ordered arrived.

s



industry. Customers ask all kinds of movie-type questions and it’s always a good thing when a staff member can answer those questions! During slow times, when all their other work is done, staff often play a board game about movie trivia. They read the questions out loud and the others try to

When Christy first started work, she had to read the Employee Handbook n

store. Her boss made suonce she’d finished reading it. Christy likes her work at the video store nd says that reading is a fairly big part of what she does during the day.

guess the answers.

which told her everythi g she needed to know about working at the video re to take time to answer any questions she had

a



Learning Activity 4-8 - Cashiers and Reading on a Computer Until you read A Reading Day in the Life of Christy, you might not have had an idea of how much a movie store cashier needs to read, especially information that is written on a computer.

Reasons to read: _________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

Cashier Job #2:_________________________________________________________ Reasons to read: _________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

Think about other types of cashiers who use computers. Pick two specific cashiers (e.g. hardware store cashier, casino cashier, pizza delivery cashier) and list the reasons they might be required to read on a computerscreen. Cashier Job #1:_________________________________________________________



Learning Activity 4-9 - A Computer Checklist Read the following list of computer skills. If you feel you have

se a mouse to click on an icon or move my curser into a writing field on the screen.

I can double click my mouse to open an icon.

I can scroll through pages on the screen using my mouse,

name, word, section, code, etc.

you have problems with any of the items listed above, talk to your

ashier jobs.

good skills in that area, check yes. If you feel you could use more help with that area, check no.

yes no

I can type using one finger on a keyboard

I can u

the scroll bar, or the up/down arrows on my keyboard.

I can scan the screen with my eyes looking for a particular

I can open and close files and folders on a computer.

Ifinstructor about some basic computer training. A certificate stating that ou have basic computer skills and knowledge might give you an edge y

while applying for c



Locating There are sinformation : skimming, scanning, and looking for formatted words (bold, underlined, italicized, use of all apitals, change of colour, etc.).

S means reading quickly to get a b sic idea of what is written. Let’s say you are a new employee and you are wondering about taking holidays. You get out the Policies and Procedures Manual or Employee Handbook. Let’s say there are two separate sections devoted to taking ho ys oread quickly to see if this section pertains to you. If not, go to the second section and skim that as well. A quick read or skim of something will give you a general idea of what is written there. A cashier is less likely to use skimming when using a computer screen because a cashier is unlikely to need to do a Scanning is specific information. Your eyes move quickly over the entire page, reading whatever jumps out at you. Pictures, graphics, and formatted words often jump out. When you are scanning, you are looking for a specific piece of information. Let’s say you need to know how many months you need to be

orking at your present job before you can book holiday time. Again, you book.

Items on a Computer Screen

trategies for reading that will help you locate and read on a computer screen. They include

c

kimming a

lida . Y u might turn to the first one and skim what is written. You

lot of reading of large sections on a computer screen.

reading quickly or looking over what is written to locate

wwould get out the Policies and Procedures Manual or Employee HandYou would find the page pertaining to vacation time. You then quickly scan the page for information about booking holiday time. Your eyes go tothe title and the subheadings.



VACATION TIME Store Holidays

~~~~~~~~~~~~~~~~ ~~~~~~~~~~~~~~~~

u

obationary Period for New Employees”. ou are a new employee, so this appears to be the best section to read in rder to find the information you need.

canning is helped when some fonts are larger, some are bolded, and denting is used. All these serve a purpose to help the reader find the formation they need.

~~~~~~~~~~~~~~~~ Vacation Pay

~~~~~~~~~~~~~~~~ ~~~~~~~~~~~~~~~~ ~~~~~~~~~~~~~~~~

Vacation Time Scale

~~~~~~~~~~~~~~~~ ~~~~~~~~~~~~~~~~ ~~~~~~~~~~~~~~~~

3 Month Probationary Period for New Employees ~~~~~~~~~~~~~~~~ ~~~~~~~~~~~~~~~~ ~~~~~~~~~~~~~~~~

Your eyes naturally go to the title and the subtitles when you scan a page. The other writing underneath the sub-headings isn’t important when yofirst scan a page. By scanning the page, you notice that the last subheading is called “3 Month Pr

Yo Sinin




Scanning a Computer Screen

ashiers use n using their computer creens and c he screens are usually broken own into sec ions with headings.

hen scanning a co s or sections that are:

C the technique of scanning whe

omputerized cash registers. Tsd t W mputer screen, look for word

Encased in a box.

Highlighted

ritten in a di feren

ritten written with words

w f t colour font

w ith a larger font

that are bolded, underlined, or italicized

RITTEN IN

w W ALL CAPITALS (ALL CAPS)


Learning Activity 4-10 - Cash Register Computer Screens

ster

reens all look different. Looking at ifferent screens will help you become familiar with how different cash

ry these websites to find examples. Print them out.

iep-crt.com/lunch/lunch02.gif

nt%20Financials/html/6c6018AF/0000930Q.PNG

es/EZPay-

cts/images/fprdev_example.gif

e one or more of the search engines below to find 5 more examples of screens. Print them out. (NOTE: Some graphics you’ll find are smaller and not very clear. Avoid these ones as they are too hard to read. Search for large, clear graphics.) www.google.ca

www.yahoo.ca

www.dogpile.com

www.altavista.com

Use the Internet to find images of computerized cash regiscreens. There are many, many different programs that businesses use. Their sc

dregisters might look, what headings they may have, etc. T http://www. http://www3.uta.edu/upk/Stude0

ttp://www.igtlogos.com/igtproducts/imaghSystemCapabilitiesOverview01.gif http://www.biometricaccess.com/produ Us

www.ask.com

www.lycos.com

www.msn.com

www.mamma.com

Learning Activity 4-11 - DISCUSSION Share the images of cash register screens with your group or instructor. Discuss the different styles. As you look at each screen, imagine using it. Can you figure out what the various buttons would be used for?



Chapte When you h Check yes or no in the boxes below. In the comments section, you can

_______________.

r 4: Reading - Learner Self-Assessment

ave completed Chapter 4: Reading, assess your performance.

write down thoughts you have about the chapter. I started this chapter on (date) _____________ and finished A few notes on reading I am aware of the Cashier Essential yes ySkills reading section and can list reasons why a cashier might have to read.

es but I need more practice

no

A) Read to follow instructions and directions I understand that cashiers often read yes yes

need more tice

no to follow instructions and directions. but I

pracI know that written instructions can

done in a certain order.

yes yes no be written different ways and sometimes the items listed need to be


I know that cashiers might have to prioritize lists they are given.


no

I am aware that cashiers have their own jargon and acronym

yes yes no s. but I need more

practice I know what PLU codes are and why

I know how a PLU organized.

eed more e

no yes yesthey are used.table might be

but I npractic

I know how to read a PLU list. s more

no yes yebut I need practice


no I understand that following through with what I read is as important as being able to read it. I know that cashiers often receive memos frhow impo

yes yes more

no om superiors. I understand but I needrtant these memos are. practice

I have a bPolicies anaware tharead and understand sections of them.

asic understanding of what d Procedures are, and am

t cashiers often have to


no



I understand what Employee Handbooks are and what I might find

yes yes but I need more

in one. practice

no

B) Locate and read information on a computer I know that basic computer skills will help me learn to use a cash register

yes yes no

or retail computer. practice

but I need more

I know the difference between


no skimming and scanning.

I know how to scan an item, looking for information that jumps out at m(font, colour, bold, headings, etc.).

yes yes e but I need more

practice

no

I have seen various examples of yes yes but I need more

no computer cash register screens.

practice Comments _________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________



L eedback ha - Read 1 enjoy doing the learning activities in Ch ?

2 hink you did on these activitie

that well fairly w well 3 ?

g Yes ded clarification 4 vities are releva l of

becoming a cashier?

No Not sure

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

earner Evaluation and F

. Did you

for C pter 4 ing

apter 4

yes no

. How well do you t s?

very poorly not ell very

. Were the instructions easy to follow

Not at all A little confusin I nee

. Do you think these learning acti nt to your goa

Yes

Comments _________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________



Chapter 4: Reading – Skills Checklist he skills surrounding reading are very important when working as a T

cash wever, t e skills that are transferable. That means that ou e what ve learned and apply it to other jobs, or even to

or ha d u c em :

fo s putting together furniture that comes in a box

following instructions on a medicine label using the Internet • le new cr reading the newspaper looking through the newspaper for specific information

reading skills can only help you in your work and personal life.

Think about how you might use the skills you’ve learned in Chapter 4:

ier; ho can tak

hey ar you hay

your own personal life. F example, now t t you have learne these skills yo ould apply thto reading with your children •• llowing recipe •• putting together children’s toys ••

arning afts •• These reading skills will work anywhere and anytime. Improving your

Reading. Write them below.



Chapter 5: Time Management In this chapter, you will learn about: A) Being on time What is time management?

Time management includes a variety of tools and techniques

time; the organization of our daily lives. someone sets an alarm clock in order to get up in

ent. When a mother order to pick her child up at school at

3:30, then back home for t again for soccer practice at 6:30, that is time planned out a schedule in order to get everything

ome people are very good managers of their time. Others are not.

id airly

ood at time management. The world, for the most part, runs on a time

one.

In order to become good time managers, we have to learn where our weaknesses are and what strategies to use in order to improve.

Essential Skills The Essential Skills profile includes a section called Job Task Planning and Organizing. This covers time management. Being on time does not directly fall under Job Task Planning and Organizing, as that covers any work that is done once you’ve arrived at your job. Being on time is a skill that you must acquire in order to get to your job.

Job Task Planning and Organizing is central to the day to day work of a cashier. Being on time for work is the foundation for the Essential Skill of Job Task Planning and Organizing.

that people use to plan their time more effectively. It is the management of When time, they are using time managemorganizes her day in

3:00 to get them to a dentist appointment at dinner at 5:00, and oumanagement. She hasdone. S Time management is a type of self-management. Adults, in order to avoconflicts in their personal and professional lives, have to become fgclock. Activities, events, businesses, etc. all follow schedules. If they didn’t, things would not get d



Learning Activity 5-1 - DISCUSSION What do you think? Why are people late for work? Discuss time management with your group or instructor. Brainstorm and

ite them below.

______________________________________

_

_________________________________________________________________________

________________________________________________________________________

come up with a list or reasons or excuses why people are late for work. Wr

___________________________________

_____________ ___________________________________________________________

Something to Think About… “You will never ‘find’ time for anything. If you want time, you must make it.”

- Charles Bruxton “All time management begins with planning.”

- Tom Greening



A) Bei

that simple. In fact, for these people, being on time is quite hard.

They suffer from chronic lateness. Chronic means that it happens over

chronic lateness.

hronic lateness is a destructive habit. But sometimes people who have it, ys being late” is destructive. They

on’t see a problem or understand why others might be put off by their

In order to change any habit, including chronic lateness, a person must rst recognize that a problem exists. If they don’t see that they are late,

you

ng on time

For some people, being on time is not as easy as it sounds. It’s just not

and over, like a habit or pattern. If you are always late, then you have

Essential Skill The information under the unit Being on Time falls under Reading Text, Document Use, Writing, Oral Communication, Problem Solving, Decision Making, and

Cdon’t actually realize that their “alwadbehaviour.

fithen they can’t change that behaviour.

If don’t see that you are late, then you can’t change your behaviour.

Learni list

frequently, somet

here is

times, but really you need to check Note: If you are not currently working, you can insert the word school or appointment instead of work.

So, are you someone with chronic lateness?

ng Activity 5-2 - Chronic Lateness CheckComplete the following table to see if you have chronic lateness. Read each one and put a checkmark under either

imes, or never depending on how it relates to you.

In order to get a true picture, you must be honest with yourself. Tno shame in being honest and taking a good, hard look at your habits. Only good can come from changing the way you look at yourself. Read each statement and take a moment to reflect on it. What’s the most true answer you could check? Are you wanting to check some

frequently? Take your time with this activity.

Job Task Planning and Organizing.




Frequently Sometimes Never

If I have to work at 9:00 a m, I make sure I am there by 8:50 am

at the latest.

I figure if mam, I am s ill

I a at work by 9:10 “on-time”.

t

When I arrive at work I hear co- workers or other staff say to me, “Oh, hey, you are here.”

I have had my supervisor speak to me about what time I show up for my shift.

I have been fired from a job for not showing up on time.

I’m late when I have appointments in my perso

nal life.

My co-workers like it when I work after their shift because I am there a little early, they can finish up on time.

I make sure my alarm clock has batteries in case there is a problem with the power.

I get up in plenty of time to get ready.

I leave extrschedule inwrong.

a time in my morning case something goes

I sometimes feel like other employees are angry or annoyed with me in the morning when I arrive late.

I have had others say to me “You’re always late”.


Learning Activity 5-3 - Personal Reflection Once you have finished, take a moment to go back over the list. Evaluate your lateness. Are you late a lot? Does it affect your work and personal life? Were any of the answers you gave surprising to you? Do you feel the need to improve your ability to get to work on time?

Note: If you truly are one of those people who are never late, what do you do in order to arrive at work or get to appointments on time? Your success can help others. Write your reflections below: _________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

Learning Activity 5-4 - DISCUSSION Discuss Learning Activity 5-2 with your group or instructor. If you do not feel comfortable sharing your answers, by all means, you do not have to do that. The point of this learning activity is self-awareness. You don’t have to talk about your own answers

in order to do that. (Note: Perhaps think about discussing your answers one-on-one with your instructor, in a more private setting.)


LBS LEVEL 3/4: Cashier Chapter 5 LBS LEVEL 3/4: Cashier Chapter 5


Show Up on Time (Source: Skilled T ades Helper, Essential Skills TrE ne: 13) 389-53 ) One of the biggest complaints employers have is workers not showing up on time, or not showing up at all. Th best thing y u can do as an employed person is to show up on time, or even 15 minutes early everyday. Lateness sends a message to your employer or supervisor that you are not committed to the job, that you are inconsiderate, and that you have poor time management skills. You are not giving 100%. Employers look at all these things and think that if you can’t manage to get to work on time, then you can’t manage to work well. It might not be true, but it will cross your employer’s mind. It tells them that you don’t really care that you are employed. Remember, there are a lot of people standing in line behind you waiting for their chance to show your employer how dedicated they are, if only they were given a chance. H te for work impact others? • e rusted to sh w up on tim . • oming in late. • ee you as a waste of money. • You create imbalance in the workplace; other employees have to be at

• t have to cover for you until you get there. • ht not be able to leave on time after their shift if

they are waiting for you to relieve them. • here eople feel a ger or resen ent. • are opening the store and are late doing that, you could cause the

• em loyees, mak g the job o training

• nd a bad message to customers which can cause a loss of

• up for work on time isn’t im ortant. .

r aining, © Literacy Link astern Ontario (LLEO), Telepho (6 07

e o

ow does being la

Co-workers learn that you can’t b Managers learn to watch for you c Employers s

t o e

work on time, why don’t you? Other staff members migh Other staff members mig

You create a toxic workplace w If you

p n tm

owner to lose business. You send a bad message to new them more difficult.

You se

p in f

business. Your children learn that showingThe cycle of tardiness continues

p



How does • You will b• You will b• You will l• The norm ing day are

all set-back.

on’t want that!

________________________________________________________________________

_________________________________________________________________________

__________

___________________________________

being late for work impact you?

e deprived of good jobs. e looked over for promotions. ose co-workers as friends. al routines of your work

• When a person feels rushed they tend to get careless and sloppy. You are working with money, so you d

• You could be reprimanded by your supervisor. • You could be fired!

Learning Activity 5-5 - DISCUSSION Discuss the list of examples of how being late impacts you with your group or instructor. Did anything on the list surprise you?Is there anything missing from the list? Think of other negative effects of showing up late to work. Write them below.

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_

_______________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

______________________________________



Changing Behaviour

work on time, you ave to recognize that the habit exists. If you are in denial that the

ost of us are familiar with the idea that all

ur behaviour.

ut sometimes, it’s not easy to change our behaviour. The saying that “old

nge your t’s not always as easy

In order to change a habit, in this case not arriving to hproblem exists, then you won’t see that there is anything to change. Self-awareness is key to making change. Mbehaviour has a consequence. If we don’t do laundry for a week, the consequence is that we’ll run out of clean clothes to wear. If we don’t go grocery shopping, then we don’t have food to eat. If we don’t brush our teeth, then our breath stinks and we get cavities. If we don’t pay our phone bill, then the phone company cuts us off. These are all consequences of o Bhabits die hard” is often true. If you are late for work because you sleep in, then you need to chabehaviour. But what behaviour needs changing? Ias simply getting up earlier. Sometimes, it’s not merely the sleeping in that makes us late. You have to take a closer look at the behaviour. What comes before the sleeping in?Do you stay up really late watching tv or playing on the computer? Yes? Well, then that’s the behaviour that needs changing. Going to bed earlier will make it easier to get up earlier, which will get you to work on time.



Learning Activity 5-6 - What behaviours do you need to change?

you arrive late for work, school, or bout the behaviours that make

t causes those behaviours. Write

Look at your own life. Doappointments? Why? Think ayou late? Think about whayour thoughts below.

Note: If you are never late, think about someon

ample.

e you know who is often late. It can be a family member, friend, or co-worker. Use them as an ex

e late: What causes those behaviours? Example: Reasons why you ar

Sleeping i watching TV. n. Staying up too late

Your turnReasons why you are late: What causes those behaviours?

:



How to Get Out the Door on Time lper, Essential Skills Training, © Literacy Link

astern Ontario (LLEO), Telephone: (613) 389-5307)

up

Set your alarm clock 20 minutes ahead. Don’t allow yourself to say, “I t watch the news, sit, relax,

everal times, set your ton earlier. After 4 or 5

n’t have a snooze u don’t have that option.

e other side of the room so

d stick to it. Don’t allow

• Don’t drink coffee in the evenings. It disrupts sleep.

• Find a friend who will give you a wake up call for the first few weeks,

until you get into a pattern.

(Source: Skilled Trades HeE If you have trouble getting to work on time, try these tricks to get youand out the door: •

know I have an extra 20 minutes, so I’ll jusor walk the dog”.

• If you are a person that hits the snooze button salarm earlier, so that you start hitting the buttimes, you might be ready to get up.

• Buy an alarm clock that doesbutton so that yo

• Put the alarm clock on ththat the only way to turn it off is to get out of bed. Don’t allow yourself to get back into bed.

• Prepare for your day the night before: make your lunch, set your clothes

out, have the coffee pot ready to turn on.

• Create a morning routine anyourself to get sidetracked. Focus on getting ready and getting out the door.

• Go to bed at a time that allows you to get 8 hours of sleep. Don’t drink alcohol on work nights. It disrupts sleep. •

Recognize that lateness is a bad habit.

With hard work and dedication, you can change this bad habit.

It takes a concentrated effort, but it can be done.

It’s worth it!



Excuses, I think it’s they are late, know why they are late, and know what they could do better in order to different th

“ come oni work.”

“I have to have my morning coffee and watch the news. It keeps me from etting out the door on time.” - Michelle

ty 5-7

people above? In the spaces after their names, write ideas or suggestions that you think could help these people get out the door and to work on time.

Shane: __________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

Mickey: _________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

Michelle: ________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

Excuses!

fair to say that most people who show up late to work know

arrive to work on time. Knowing it and doing it are two very ings!

“I hit snooze too many times. I just need more sleep. I should go to bed earlier, but I don’t.” - Shane My favourite TV show doesn’tt…even if it makes me late for

until 1:30 am. I can’t miss - Mickey

g

Learning ActiviAfter reading their excuses, what would you suggest to the

- Excuses, Excuses!



Taking Responsibility Basically, it boils down to taking responsibility for your actions. If you

here. Anything less is unacceptable.

to be one of many things: having your supervisor speak to you about it,

w When we make choices, we have to be able to accept the consequences of our actions. If a supervisor speaks harshly to you for being late, that is your consequence. If you get fired for repeatedly being late, that is your consequence. Exceptions to the

say you are going to be late because of a valid emergency is still necessary.

ctivity 5-8 - Your Plan of Action!

Once you’ve recognized that your lateness is a problem and , you need a plan

of action to make positive change in your life! You won’t be sorry!

What are you going to do to get to work on time? Let’s look at your ch reason you

identified as being a problem for you into the following tables (one reason

you’ve done that, brainstorm ideas about what you can do about it? How can you alter your behaviour to get what you ultimately want (getting to work on time)?

need to be at work at a certain time, then you need to do everything in your power to get t Lateness is a choice. You choose to stay up late knowing you won’t want

get up. The result is that you are late. The consequence of that could

receiving a written reprimand that goes in a permanent employee file, or orse, getting fired.

Rule

Of course, there are always valid reasons for being late. A phone call to

Learning A

identified the behaviours that make you late

behaviours. Flip back to Learning Activity 5-6. Copy ea

per table). If you need more tables, ask your instructor for these. Once



For example: Reasons why you are late: What causes those behaviours? Sleeping in. Staying up too late watching TV.

What can I do about it? • Record shows that are on late and watch them at a better time. • Decide if I am watching TV because I really want to or am I just filling

in time and not really enjoying it? • Make myself go to bed earlier at least 2 nights a week for the first

week, then work towards every night

Reasons why you are late: What causes those behaviours?



LBS LEVEL 3/4: Cashier Chapter 5 LBS LEVEL 3/4: Cashier Chapter 5







Learning Activity 5-9 Action! Now that you know what you need to change in order to make change in your life and get to work on time, use the following table to track your progress!

- Putting Your Plan into

Observations. Places and times I need to be Were you successful? Great! somewhere this week. Not successful? Why? What will

you do differently next time?



W Chronically late people sometimes feel justified because of all the other things going on in their life. It’s important to remember that you do not have a right to be late for work, no matter what. Your actions affect you and those around you. Don’t give up! Making personal change is hard work. For many people, it’s much harder than learning a skill like using a cash register. However, learning to be on time is just as important to being a good cashier or any employee for that matter. Learning to be on time can only help you in your work and personal life.

ood luck!

rapping it Up

G



Chapte lf-Assessme When you herformanc below. In the comments ection, you can write down thoughts y e chapter.

I started this chapter on (date) ______________ and finished _______________.

r 5: Time Management - Learner Sent

ave completed Chapter 5: Time Management, assess your e. Check yes or no in the boxesp

s ou have about th

What is time management? I have a basic understanding of time management.


no

A) Be on time I have an understanding of chronic

teness. yes yes


no la

I have completed the chronic lateness checklist and reflected on my answers.


no

I understand how being late impacts thers.


no o

I understand how being late impacts me.


no

I am aware of how behaviour is llowed by a consequence.


no fo

I understand that to change behaviour, I have to look at what surrounds the behaviour and make changes to those things too.


no

I behaviours that help to make me

have taken a look at and listed my

late.


no

I can list at least 4 tips that will help people get out the door on time.


no

I understand that making change involves taking responsibility for one’s actions.


no


no I have drawn up a plan of action and am trying to make change in my life.



Comments _______________________________________________________________________

________________________________________________________________________

__

_

________________________________________________________________________

________________________________________________________________________

_____________________________________________________________

________________________________________________________________________

________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_

_________________________________________________________________________

_________________________________________________________________________

_

____________

_

_



Learner Evaluation and Feedback for Chapter 5 – Time

anagementM

y w very we 3 tructions easy to follow?

ed clari 4 think these learning activities are releva l of

No Not sur

Comments _________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

1. Did you enjoy doing the learning activities in Chapter 5?

Yes no . How well do you think you did on these activities? 2

very poorly not that well

. Were the ins

fairl ell ll

not at all a little confusing

. Do you

yes I need fication

nt to your goabecoming a cashier?

Yes e



Chapter 5: Time Management – Skills

as a cashier, however, they are skills that are transferable. That means

to your own personal life.

For example, now that you have learned these skills you could apply them

• Modeling good time management skills for your children

meeting or event

positions

or classes

have references speak to potential employers about

persistent lateness These time management skills will work anywhere and anytime. Improving your ability to be on time can only help you in your work and personal life. Think about how you might use the skills you’ve learned in Chapter 5: Time Management. Write them below.

Checklist

The skills surrounding time management are very important when working

that you can take what you have learned and apply it to other jobs, or even

to:

• Getting to personal appointments on time

• Not missing information that is sometimes given at the beginning of a

• Demonstrating your commitment to committees or other volunteer

• Demonstrating good self-management skills if you are enrolled in school

• Punctuality is a personal attribute you can put on your resume and

• Preserving personal friendships that might otherwise deteriorate due to


LBS LEVEL 3/4: Cashier Next Step

Your Next Steps The content of this manual was created to help you get ready for the

ashier Demonstration. When you are ready to try the demonstration let ith the

pportunity to show that you have the essential skills it takes to be a cas

• C Writing

Reading • Ti e

o-day requirements of the job: communicating with co-workers and customers, lling in forms, and handling transactions. The stories and information

you have read in this manual should give you a strong idea about what to xpect as a cashier. The learning activities you have completed should elp you gain the skills you will need to complete the demonstration

essfully.

a written document that shows you have the essential skills needed for the

completed demonstration.

Cyour instructor know. The demonstration will provide you wo

hier. Employers of cashiers have said that cashiers need:

ommunication •• Math •

me Managem nt The cashier demonstration uses activities that are based on the day-t

fi

ehactivity succ When you have successfully completed the demonstration, it will give you

job. Good luck!

Don’t forget to update your resume to add this curriculum and the

Note

Employers identified several other essential skills that this curriculum doesn’t cover. You may wish to practice these skills as well. • Data entry using a keypad • Prepare receipts • Read signs • Work independently

• Maintain attendance • Read product, service information • Be a team player • Problem solve


LBS LEVEL 3/4: Cashier Next Step

Some of the skill sets that employers of cashiers identified as beingthe job are skills that you may need to get outside the l

iteracy

lk to your instructor about how you would get training in ese topics. These skill sets include:

essential to program. Tath • Practice good hygiene • Operate a cash register

• Be friendly, helpful, and efficient


LBS LEVEL 3/4: Cashier Bibliography

Bibliography Wikipedia – The Free Encyclopedia www.wikipedia.com HRSDC NOC (National Occupational Classification) 6111 http://www23.hrdc-drhc.gc.ca/2001/e/groups/6611.shtml

.S. Department of abor

/oco/print/ocos116.htm

sential Skills Profile for Cashier 00.hrdc-drhc.gc.ca/esrp/english/profiles/75.shtml

than just “Thank you. Come again.” © Literacy

Canada ttp://www.ainc-inac.gc.ca/gol-ged/faq_e.html

f Canada

45_cox1 t

atquiz.com/tq/practic

onroe County Women’s Disability Network http://www.mcwdn.org/Decimals/MonDecQuiz.html

Occupational Outlook Handbook 2004 – 2005 Edition, ULhttp://www.bls.gov

EsHRSDC http://srv6

ustomer Service, “It’s more CLink Eastern Ontario (LLEO), Telephone: (613) 389-5307 Food Processing Labourer, Essential Skills Training, © Literacy Link Eastern Ontario (LLEO), Telephone: (613) 389-5307 Hotmail www.hotmail.com Chapters www.chapters.ca

anadian Tire Cwww.canadiantire.ca

dian and Northern Affairs Inh

ank oBhttp://www.bankofcanada.ca/en/rates/converter.html AAA Math http://www.321know.com/g

.h m#section3

That Quiz! http://www.th e.html?money M



Money Instructor http://www.moneyinstructor.com/coins.asp Ellerbruch http://ellerbruch.nmu.edu/classes/cs255f02/cs255students/snordstr/P1

un Brain ttp://www.funbrain.com/cashreg/

Teaching Money Skills http://www.moneyskillsattainment.com/dollarscents.html QUIA Web http://www.quia.com/jg/4918.html USDA On-Line Photography Center http://www.usda.gov/oc/photo/00cn0803-21.htm International Federation for Produce Standards www.plucodes.com Customized Relational Technology http://www.iep-crt.com/lunch/lunch02.gif University of Texas at Arlington http://www3.uta.edu/upk/Student%20Financials/html/6c6018AF/00000930Q.PNG IGT http://www.igtlogos.com/igtproducts/images/EZPay-SystemCapabilitiesOverview01.gif Biometric Access http://www.biometricaccess.com/products/images/fprdev_example.gif Search Engines: www.google.ca

www.ask.com

www.yahoo.ca

www.lycos.com

www.dogpile.com

1/money.html Fh



www.msn.com

www.altavista.com

cess/topics_time_manageme

Link Eastern

o (LLEO), Telephone: -5307)

www.mamma.com

Quote World www.quoteworld.org NC State University http://www.ncsu.edu/studenthandbook/sucnt.php Quotationz http://www.quotationz.com/topic.asp?topicID=1219 Skilled Trades Helper, Essential Skills Training, © Literacy Ontario (LLEO), Telephone: (613) 389-5307) Retail, Essential Skills © Literacy Link Eastern Ontari(613) 389


http://www.wikipedia.com/

http://www23.hrdc-drhc.gc.ca/2001/e/groups/6611.shtml

Connecting to Workplaces: Building Curricula for Validated Demonstrations

ng Curriculum vel 3 / 4

n

ner Notes &

NSWERS

Cashier TrainiLBS Le

By: Lori Farringto

Practitio

A

LBS LEVEL 3/4: Cashier Practitioner Notes & Answers

To the Practitioner: are notes for you explaining and expanding on

arning activities. The curriculum and these notes are meant to be a means, if you can see ways to expand the material and add

ies if you have a learner who needs that, then please o so.

tivities throughout the curriculum as well as

o add discussions anytime while working through the curriculum. earning activities can be marked by you or they can be taken up as a

sion activity. Do what works best for you and your learners.

you find that your learners need more learning activities, please

An Introduction his introduction is meant to provide some basic information about the job

of cashier. It includes learning activities and discussion prompts. The information in the introduction was compiled from various sources and is meant to get learners thinking about the job of cashier and what they do. You may wish to read this through with your learners, as it contains words that may be unfamiliar to them. Some of these words have been bolded to draw attention to them. Learners should always be encouraged to ask about words or ideas that are new to them. Essential Skills The introduction lists the Essential Skills needed for a cashier. If you are unfamiliar with Essential Skills, visit the website and make yourself aware of the skills listed. You may want to consider having your learners visit the website as an added learning activity. NOC The following page includes information about the National Occupation Classification. Again, if you are unfamiliar, visit the web page. Your learners would benefit from visiting the page as well.

The following pagesinformation in the curriculum. As well, it contains answers for the leguide. By all other learning activitd There are learning acdiscussion prompts. Discussion is an important learning tool. Don’t be afraid tLgroup discus Ifsupplement this curriculum with activities that you find either in your library of materials or on-line.

ashier:C T



What skills will I learn? The information in the curriculum and the chapter content come from discussion with employers about what they felt was important. Several of the most important skills, according to the Core Skills Chart in the Demonstration, fell outside the LBS mandate. These included: practice

Learning Activity 1-1 - Job Titles This activity is designed to start learners thinking about cashier jobs and becoming aware of how much they already know about the job by simply watching ot Learning Activity 1-2 Discuss Learning Activity 1-1. Ask learners to share their answers. Having learners share opinions and offer answers is something that may take a while. The first few times, they might not have much to say. Encourage them to share. Validate anything they do offer.

they contain the correct amount of money and adequate supplies of change.

3. Ensure returned merchandise is in good condition, determine where it was purchased, when it was purchased, and what type of payment was used

4. Cash, cheque5. This question requires the learner to think and provide an answer that

isn’t included not be acceptable because some businesses don’t want to risk that the cheque will come back with insufficient funds.

Learning Activity 1-4 - Workin Conditions This should be done in the learners own words, not written directly from the reading. If necessary, discuss the working conditions before learners write. This may help to re-word the information. Answers should include at least two sentences.

good hygiene, be friendly, helpful, and efficient, and operate a cash register. For this reason, they are not included in this curriculum. Obviously, they are important to the job of cashier; if you can find a way to make it work within the mandate, offer that information to learners.

hers do it.

- DISCUSSION

Learning Activity 1-3 - Nature of the Work 1. A till is the money that a cashier starts her shift with. It is also another

name for a cash register. 2. A cashier must count their till before they start a shift to ensure that

s, credit cards, debit

in the reading. The answer is: cheques may

g



Learning Activity 1-5 - Training, Other Qualificatidvancement

ons, and

r

to again validate what the learner already nows. Answers will vary. Discussion could easily follow this learning ctivity.

earner Self-Assessment

d feedback section. This is nother tool for awareness of what is being learned as well as a tool for the

ate.

A1. T, T, F 2. The store’s equipment, policies, and procedures 3. An experienced worker 4. Able to do repetitious work accurately, basic math skills, good manual

dexterity, neat in appearance, able to deal tactfully and pleasantly withcustomers

. Promotion to a full-time position, head cashier, cash-office clerk 56. If the internet is not available, have them use an encyclopedia o

dictionary. The web address needs to be listed Example: skill and grace in physical movements, especially in the use of the hands (from: http://www.thefreedictionary.com/dexterity) Learning Activity 1-6 - What do you know already? This learning activity is designedka LEach chapter contains a learner self-assessment. This is to be used by both the learner and the practitioner. The learner has a visual of what they have learned so far, as well as what they might need to continue to work on. It gives the same view for the practitioner. Learner Evaluation and Feedback

ach chapter contains a learner evaluation anEapractitioner to evalu



Chapter 1: Communication When you are working through Chapter 1: Communication, it wouldhelpful to your learners if you “modeled” the different language and speaking styles (i.e. tone, rate of speech, inflection). It makes for a fclass and a higher comprehension if they can hear what is being discin the curriculum. As always, class discussions are great around these areas. Having students discuss why it is unprofessional to talk about the

eekend in front of customers is a great group discussion. Stress the

be

un ussed

ir

portance of not just knowing the information, but actually following it. as being a great cashier.

r information to customers and co-workers

communication, as Chapter

earning Activity 1-7 - Clear or Not Clear?

Not Clear (We don’t offer refunds, but we do offer store credit for items

Not Clear (We open at 10:00 am and close at 9:00 pm. Sundays we close

importance of being friendly, even when the answer you have to give a curefunds or exchanges on sale items.”) Encourage learners to share their nswers and discuss.

wimThat is what will give them the edge as far A) Providing clea

The communication chapter focuses on verbal2 focuses on writing. The more opportunity you can provide for your learners to practice their verbal communication skills, the better. LNot Clear (The shipment comes in on Wednesday and should be on the shelves by 9:00 am.)

purchased within the last 3 months as long as you have a receipt.)

at 5:00.)

Learning Activity 1-8 - DISCUSSION Talk about the answers from Learning Activity 1-7. Talk about the

stomer isn’t what they want to hear (i.e. “I’m sorry. We don’t offer

a



B) Using Appropriate Vocabulary, Language, and Tone

Learning Activity 1-9 - Vocabulary, Language, Tone

Vo

one: how loud you talk, sounding angry or bored

nswers may vary. Learners may not be able to think of other vocabulary (non-

g Activity 1-11 - DISCUSSION ave learners share their vocabulary words. Create a large list of words.

ords they don’t understand. Encourage

s speaking skills, e stress should be on the verbal not the written. The written is simply a

ive feedback on their correct vary.

n offer feedback as well.

C) Listening and Understanding Information Learning Activity 1-13 - Listening 1. The supervisor is angry because the cashier didn’t listen to the

intercom. Customers were forced to wait at the front. The other cashiers were forced to deal with angry customers. The supervisor had to leave what they were working on in order to come find the cashier to tell them to go to the front.

Answers will vary. Learners may include some of the following:

cabulary: the words used by a cashier (e.g. till) Language: swearing, slang words, good grammar T earning Activity 1-10 - Vocabulary L

Awords. If so, provide some for them. Words might include: NSFsufficient funds cheque), receipt, scanner, etc. earninL

HEncourage learners to look up wthem to create a list of words while working through this curriculum. Learning Activity 1-12 - Practice Makes Perfect earners should work with a partner. Since the topic iL

threcord of what was said. Partners should gand incorrect use of the skill. Answers will This activity could also be done as a group, or shared with the group afterwards. The group ca



2. The cashier at the front was likely angry with the cashier because they

. the 16th

. tomorrow

5. . Answers will vary. Discussion around how to deal with remembering

nswers will vary, but should include some of the following: remain calm, understand, restate

ideo 2 Angry Customer - Learners are to list things that the cashier did They might include:

e back tomorrow bringing personal issues into the workplace (bad day) • not knowing the name of the business where she works Learners are then asked what they would have done to handle the situation better than the cashier in the video. Ideas might include: • smiling

were having to deal with annoyed customers. Learning Activity 1-14 - Video Clip The video clip is hyperlinked and in a folder called: VIDEO CLIPS. Have the learner click on the hyperlink and watch the clip called: Video 1 Listening 1. two weeks 234. someone from head office is coming

make sure the store is extra clean, wear the yellow uniform 6

information and writing notes would be appropriate. earning Activity 1-15 - Difficult Customer L

Aallow the customer to express their concern, show youthe problem, find agreement, gently confront, transfer the customer, getthe manager or walk the customer over to the desk. Learning Activity 1-16 - Video Clip he video clip is hyperlinked and in a folder called: VIDEO CLIPS. T

Have the learner watch the hyperlinked clip called: Video 2 Angry Customer. Vwrong when dealing with an angry customer. • ignoring customer at the beginning, making her wait • saying “uh-huh” • no eye contact • licking the product • telling customer to com•



• being helpful • making eye contact giving a refund or making an exchange

This is to be used by has a visual of what

need to continue to .

the

•• acknowledging that the clock was scratched • saying please and thank you

hapter 1 Learner Self-Assessment CEach chapter contains a learner self-assessment. oth the learner and the practitioner. The learnerb

they have learned so far, as well as what they mightork on. It gives the same view for the practitionerw

Chapter 1 Learner Evaluation and Feedback Each chapter contains a learner evaluation and feedback section. This is another tool for awareness of what is being learned as well as a tool forractitioner to evaluate. p

Chapter 1 Skills Checklist The skills checklist is designed to show learners how the skills they have learned in the chapter are transferable to other areas of their life.



Chapter 2: Writing

hen working through Chapter 2: Writing, stress the importance of each em covered. They truly are some of the most important skills a cashier

Activity 2-1 - Can you read this? nswers will vary but should include the idea that unless you can read a

is useless. The note says: Make sure you turn off the lights all. Don’t forget!!

t the end of the activity, make sure prove to

learning activity, by hand writing each person a note. Ask them to read em aloud. Perhaps do a scavenger hunt, but have the clues hard to

ead. Have them work as a team to decipher them. In the discussion that ened if notes at a

m a favour when uggesting he work on it or perhaps print instead. Stress filling in all lank areas and fields on forms, either on paper or on the computer.

courage learners to discuss ideas talked about in the urriculum. Have them draw on personal experience.

the “writing skills” chapter, the discussion and learning se of technology with writing, rather than learning

a cashier would come across. relation to

ld be included nder technology.

Witcan have. LearningAnote, the note in the main h This activity can lead to some fun, but ato stress how serious this could be. If a note is illegible, it couldbe disastrous depending on the note. You might want to add to this

thrfollows, have learners talk about what would have happbusiness were this hard to read. When talking about neatness and handwriting, be gentle but firm. If a learner has illegible handwriting, you will be doing hisb Learning Activity 2-2 - DISCUSSION As always, enc A) Working with Technology Since this falls inactivities involve the uabout the different kinds of technology thatListed are several reasons why a cashier would write, in technology. It was decided that forms and documents wouu



Learning Activity 2-3 - Hotmail d to give learners an opportunity to write (type) into

in a form on a computer or up a hotmail account.

CCEPT at the bottom of the hotmail sign p form. Doing so will create an account. If this happens, simply tell the arner to never check that hotmail account. If an account remains

m the system.

nity to use more on-ne forms. If the learner wants more practice, they can search for other ites that have forms to fill in (i.e. Sears, Amazon, etc.).

. Marley & Me: Life and Love with the World’s Worst Dog

. Answers may vary. May include: DaVinci Code, Angels and Demons, ss

earning Activity 2-5 - Canadian Tire Mastercraft 22-in. Board Saw The learner should include the printed page for this saw. Answers will vary as to whether the saw is available in their area. If possible, while learners are doing this activity, it might be helpful if you worked with them or at least observed them. If they need more help, you can always create more searches using this as a guideline. Inventory lists are important. A discussion about their importance would help to stress this point. Perhaps some learners have their own experiences with inventory. Filling in forms is one of the most important tasks for a cashier. It can also be one of the hardest for a learner to be successful with. Opportunity to practice is vital. Use Google or another search engine to find and print other forms for learners to fill in. If possible, work with learners role playing as a customer, so that they ask you for your information and then fill it in.

This activity is designefields on an on-line form, mimicking fillingcash register system. The purpose is not to setStress that learners not click I Auleinactive for a period of time, it is removed fro Learning Activity 2-4 - Chapters Again, this activity is used to give learners an opportulis 1. $15.83 (this may change with time, so if time allows, you can check

this) 2. Maya Angelou 34

Deception Point, Digital Fortre5. 336 pages L



Learning Activity 2-6 - Fill in the Answers will vary. The purpose of this is f

Blanks or learners to think about what

ey already know about cashiers and if possible, to work as a team to

s follows this activity in the curriculum. That lists includes: ame, Date, Address, Telephone, E-mail, Product code, Price, Quantity,

number, Credit card number (for native

,

thcome up with a list. A list of itemNReason for return, Expiry date, Licence, Licence platenumber, Proof of age, Student ID number, Band card Canadians), Order number, Payment made / paid in full, Account numberand Signature. Learning Activity 2-7 - Forms Information Sheet #1 Account # 4584G Date: today’s date Last Name: McKinney First Name: Ken Mailing Address: 324 St. Anne Boulevard, Apt. 45-C, Toronto, ON K8H 3F0 Area Code: 565

uantity: 1

It stopped working.

ard Type: Visa xpiry Date: 06/08

Telephone: 654-8975 E-mail address: [email protected] Item: coffee maker, 8 cup Product Code: R839 QPrice: $34.99 Please state the reason for returning the item:Name on card: Ken McKinney Credit Card #: 4568-561-78953 CELicense Number: M4562-45687-56845 icense Plate #: YTWD-395 L

Customer Signature: you sign here Staff Initials: your partner should initial here Information Sheet #2 Account # 4598765R Date: today’s date Last Name: Hoshizaki First Name: Lara



Mailing Address: 3847 4th Street South, Suite 23, Vancouver, BC H8E

rice: $10.99 lease state the reason for returning the item: fraying on ends

partner should initial here ossible, find

ain the same kinds of information. e es you find to demonstrate this point.

t learners will be marked on neatness,

SION

s.

3L1 Area Code: 555 Telephone: 645-7856 E-mail address: [email protected] Item: exercise skipping rope Product Code: EX849 Quantity: 1 PPName on card: Lara Hoshizaki Credit Card #: 9869-365-78531 Card Type: Mastercard Expiry Date: 03/06 icense Number: H7854-65498-12358 L

License Plate #: HKPM-223 Customer Signature: you sign here Staff Initials: yourCashiers are sometimes required to handwrite invoices. If pother examples of invoices to share with learners. Perhaps have them usethe internet to find other samples as well. Stress how invoices vary from

siness, but many contbusiness to bus the samplU

earning Activity 2-8 - Invoices L

Note that the activity states thaaccuracy, and readability. Note: In two instances, the number of items ordered is different than thenumber of items shipped. earners need to figure out the GST and the PST for their province, if L

applicable. earning Activity 2-9 - DISCUSL

Brainstorming sessions are meant to be fun. Encourage all learners to participate. Continue discussion around gift certificates and processing items for return or exchange. Store policy varies greatly around returns and exchange



Learning Activity 2-10 - Rain Checks As with all forms, accuracy and neatness are key. Learners will have to figure out the expiry date, as it expires 90 days from the date the learnefills the form in. If yo

r u have access to other rain checks or the Internet,

roviding other examples can be a great extension to this learning activity. p



B) Writing Messages and Notes Stress the importance This is a huge part of p

of being clear when writing messages and notes. ul messages. If possible, If your agency uses one, give

aff takes messages for each other and even t these pads have blank spaces and if you fill in all

ve taken a good message.

ssages ut at the same time, provide a good

I am sure you know, role playing is not easy for e fun, but point out the wrong if you didn’t take the

eces of information important? If you eople, it can be done with

o

nd create some new cenarios. Perhaps learners could create scenarios and exchange them. If

answer phones in your agency.

might use task lists in your job or how they

yee.

earning Activity 2-12 - Task Lists st of their day. Help them to

at).

m the se learners schedules at your agency as examples.

assing along successfshow learners an example of a message pad. them examples of how your stfor learners. Stress thathe areas, you’ Learning Activity 2-11 - Me

be fun, bThis activity is meant to Aslearning opportunity.

most people. Encourage learners to havat could go seriousness of each call. Wh

message down properly? Why are piare finding this activity too uncomfortable for pyou playing a role in front of the group. Stop when you need to in order texplain the important parts. Once you’ve done this for one scenario, learners may have an easier time modeling you. If you find that your learners need more opportunity to practice, print off he message pad forms included with the materials at

spossible, give learners an opportunity to Real life practice is the best! Preparing Lists and Schedules

hare with learners how youSmight already use lists in their daily lives. Lists are a way to help us remember and can really aid a learner in becoming a successful emplo LAssist learners in creating a task list for the recome up with a list of items they need to do (i.e. make dinner, feed the c Learning Activity 2-13 - Task Lists Discuss with learners various types of schedules. Find examples froInternet. U



1. 9:00 am 2. Lawson, N. and Shiro, I. 3. Yes. She is done work at 11:00 am 4. Encourage learners to use calendars and day books to organize their

schedules. Discuss the reasons why employers would want employees to book time off as soon as possible rather than at the last minute. Chapter 2 Learner Self-Assessment Each chapter contains a learner self-assessment. This is to be used by both the learner and the practitioner. The learner has a visual of what they have learned so far, as well as what they might need to continue to work on. It gives the same view for the practitioner. Chapter 2 Learner Evaluation and Feedback Each chapter contains a learner evaluation and feedback section. This is another tool for awareness of what is being learned as well as a tool for the practitioner to evaluate. Chapter 2 Skills Checklist The skills checklist is designed to show learners how the skills they have learned in the chapter are transferable to other areas of their life.



Chapter 3: Math The math chapter includes information from the Essential Skills profile. Not all the information in the profile is included and taught in this chapter.Employers were asked which two math skills were most important, and they suggested verifying calculations and handling money. It’s a good idea to stress to learners to look over the math section of the profile and if there re more areas that they feel the need to im

prove upon, provide them with ome guidance in that area.

ities

ning means, supplement this

rk. Be ready to offer items from the Essential

kills list (which is located on the page after this Learning Activity in the Sometimes offering a few

s Canada, the tax section gives

as Addition, Subtraction, Multiplication, and Division were listed as important calculations, but as this is a level 3/4 curriculum, it was not included. If your learner is a strong 3/4 in other areas, but required someupgrading in these basic math skills, provide them with learning activto improve these skills before moving ahead through the math chapter. Discussion around math concepts is a great learning tool. If possible, work with the learner as they make their way through the math chapter. The learning activities are guidelines. Learners may require more learctivities in order to fully grasp a concept. By alla

curriculum with activities as needed. Learning Activity 3-1 - DISCUSSION Learners are required to brainstorm and list reasons or examples of how aashier might use math at woc

Scurriculum) if the discussion is slow to start.suggestions gets the mind working. A) Verifying Calculations Since this curriculum will be available acrosa brief overview of taxes (both provincially and federally) in all provinces and territories. Make sure your learners are aware of the taxes in their articular province. p



Learning Activity 3-2 - From Percents to Decimals

.02 .15

.03 .24

.05 .07

.06 .11

.01 .10

.04 .14

Learning Activity 3-3 - Calculating Tax

Sub-Total GST Total

$15.67 $.94 $16.61

$21.35 $1.28 $22.63

$235.59 $14.14 $249.73

$95.39 $5.72 $101.11

$101.35 $6.08 $107.43

$23.94 $1.44 $25.38

$394.94 $23.70 $418.64

$9.34 $.56 $9.90

$30.02 $1.80 $31.82



Learning Activity 3-4 - Calcula

ting Two Taxes

Sub-total GST PST Total

$19.35 $1.16 $1.55 $22.06

$33.45 $2.01 $2.68 $38.14

$89.49 $5.37 $7.16 $102.02

$345.94 $20.76 $27.68 $394.38

$38.00 $2.28 $3.04 $43.32

$25.74 $1.54 $2.06 $29.34

$200.00 $12.00 $16.00 $228.00

$125.09 $7.51 $10.01 $142.61

$454.45 $27.27 36.36 $518.08

Learning Activity 3-5 – Discounts

Starting price Discount Amount off Total regular price

$12.95 ⅓ off $4.32 $8.63

$100.00 50% off $50.00 $50.00

$25.93 ¼ off $6.48 $19.45

$294.95 15% off $44.24 $250.71

$99.99 25% off $25.00 $74.99

$19.95 75% off $14.96 $4.99

$75.39 ¾ off $56.54 $18.85

$149.00 ⅓ off $49.17 $99.83

$39.98 25% off $10.00 $29.98



Learning Activity 3-6 - Putting it All Together 1Subtotal: $27.43 GST $1.65PST $2.19T $31.2 1

Stuff n’ Such Department Store

.a

otal 7

.b

Refund Form

Date: Learner’s should use today’s date Item tion: rubber bo descrip ots Rea eturn and refun s are not the righson for r d: Boot t size Dat ed: Learner’s s se yesterday’s dae purchas hould u te Selling price: $14.95 GST: $.90 PST: $1.20 Total refund: $17.05 Cu me: Jean St. Jstomer Na ohn Customer Telephone Number: (613) 456-8759 Customer Signature: Jean St. Jean Cashier Signature: Learner should sign this area



2.a Sub 8.05 Total $180.17 2.b Her refund should be $34.19. Learni ty 3-7 xchange Rates 1. 2. 3. anadian ch Learni ty 3-8 ng Age

-total $15

ng Activi$1.22

- E

$45 US x 1.22 = $54.90 Canadian $2.00 C ange

ng Activi - Verifyi

Today’s Date Birthday on photo ID Age

October 5, 2006 January 4, 1986 20

September 21, 2004 August 30, 1987 17

March 5, 2004 September 6, 1991 12

May 3, 2005 June 11, 19 18 86

B ing Mo Learni ty 3-9 ipment 1. 2. 3. purpose c 4.

the barcod retrieve price from a database

late deduc• ons for items on sale

te tax • calculate different rates for preferred customers

and date s transacti

) Handl ney

ng Activi - The EquTill Eliminate employee theft GeneralAnswers will vary but should include 4 of the following:

omputers

• scan•

e

• calcu ti

• calcula

• time tamp the ons



• record the transaction in detail including each item purchased, method of payment, and totals

makes it easier to collect change for return, exchange, and warranty

a d , the money comes out of the customer’s bank nt. redit card, a lending company such as Visa, lends the mer or the transaction.

. Answers will vary. Learners have been asked to use their own words rather than write from the text. Basically, cash back allows a customer

withdraw money from their bank account. This money is added to

L y 3-10 - How much change is that?

5. It6. Proof of purchase7. With ebit card

accou With a ccusto money f

8

tothe amount the customer is paying.

earning ActivitReceipt Total Money from Change due back

customer $24.93 $25.00 $.07

$190.34 $200.00 $9.66

$14.09 $50.00 $35.91

$6.49 $10.00 $3.51

$19.22 $20.22 $1.00

$48.32 $50.50 $2.18

$29.99 $30.00 $.01

$16.83 $20.03 $3.20

L g Change Using the Least Amount of Currency

give $27.43 change, I would use the following:

1

earning Activity 3-11 - Makin

To $20 __ $10 1 $5 1 $2 __ $1 1 $.25 1 $.10 1 $.05 3 $ .01

To give $67.32 change, I would use the following: 3 $20 __ $10 1 $5 1 $2 __ $1 1 $.25 __ $.10 1 $.05 2 $ .01



ive $18.34 change, I would use the following: To g __ $20 1 10 1$ $5 1 $2 1 $1 1 $.25 __ $.10 1 $.05 4 $ .01

ve $39.99 change, I would use the following:

To gi 1 $20 1 $10 1 $5 2 $2 __ $1 3 $.25 2 $.10 __ $.05 4 $ .01

9.49 change, I would use the following:

To give $2 1 $20 __ $10 1 $5 2 $2 __ $1 1 $.25 2 $.10 __ $.05 4 $ .01

g:

2

To give $57.39 change, I would use the followin

$20 1 $10 1 $5 1 $2 __ $1 1 $.25 1 $.10 __ $.05 4 $ .01 To give $19.43 change, I would use the following: __ $20 1 $10 1 $5 2 $2 __ $1 1 $.25 1 $.10 1 $.05 3 $ .01 L tivity 3-12 p?

our learners will ask you for “play money”. If possible, provide them with sed from the store. Teacher Supply stores are

Photocopy the page

s are required to verbally count the change using the “count up” to place a check mark next to the amounts

(Currency Graphic Source: Retail, Essential Skills © Literacy Link Eastern Ont -5307)

earning Ac - Counting U Yplay money you have purchaa great resource, as are Dollar stores. If buying play money is not an option, print the following page of paper money. several times. Learnertechnique. They are requiredthey complete.

ario (LLEO), Telephone: (613) 389




Learning Activity 3-13 - Counting Back Change Your learners will ask you for “play money”. If possible, provide them with play money you have purchased from the store. Teacher Supply stores are a great resource, as are Dollar stores. If buying play money is not an option, print the paper money on the previous page. Photocopy the page several times. Learners are asked to work with a partner and count change back to them. Learning Activity 3-14 - “Oh wait, here’s a dime” 1. $4.77 $10.02 2. $.36 $.40 3. $12.31 $15.31 4. $.83 $1.08 Learning Activity 3-15 - Float Form The completed form should look like this: Buy More Stuff Store

Float Form Cashier: Learner’s name Date: today’s date Time: current time


.01 x 89 = .89

.05 x 35 = 1.75

.10 x 47 = 4.70

.25 x 20 = 5.00 $1 x 10 = 10.00 $2 x 15 = 30.00 $5 x 3 = 15.00 $10 x 4 = 40.00 $20 x 2 = 40.00 $50 x = _______

Rolled Coins Penny Rolls .50 x 1 = $.50 Nickel Rolls $2 x 1 = $2.00 Dime Rolls $5 x 1 = $5.00 Quarter Rolls $10 x ___2___ = $20.00 Loonie Rolls $25 x __2____ = $50.00 Toonie Rolls $50 x __1____ = $50.00 Total Rolled Coins: $127.50 Total Loose Coins and Bills: $147.34

Total FLOAT Loose and Rolled (Coins and Bills): $274.84 Cashier’s Signature: Learner signature here Manager’s Initials:



Learning Activity 3-16 - Cash Out Form Buy More Stuff Store

Cash Out Form Cashier: learner name Date: today’s date Time: current time

Rolled Coins Penny Rolls .50 x 1 = _______ Nickel Rolls $2 x ______ = _______ Dime Rolls $5 x 1 = $5.00 Quarter Rolls $10 x 1 = $10.00 Loonie Rolls $25 x 2 = $50.00 Toonie Rolls $50 x _______= ________


.01 x 6 = .06

.05 x 7 = .35

.10 x 5 = .50

.25 x 3 = .75 $1 x 9 = 9.00 $2 x 10 = 20.00 $5 x 23 = 115.00 $10 x 8 = 80.00 $20 x 12 = 240.00 $50 x = ______

Total Rolled Coins: $65.50… Total Loose Coins and Bills: …$531.16.. Total Cash: $531.16…

Total Cash (in drawer): $531.16 Total Debit Sales Slips (in drawer): $428.89 Total Credit Card Sales Slips (in drawer): $350.23 Sales Subtotal: $1310.28 Float: $ 274.84 Subtotal minus Float: $1035.44 Total Cash Sales (from end of shift receipt): $ 256.32 Total Debit Sales (from end of shift receipt): $ 428.89 Total Credit Card Sales (from end of shift): $ 350.23 Total Sales: $1035.44

Total Sales from above: $1035.44 Minus “Subtotal minus Float” from above: $1035.44 + / - Over or under: $ 0

Cashier’s Signature: learner signature

Manager’s Initials:


NOTE: Included at the end of Chapter 3 Math, is a list of Internet websites for you or your learners to visit. They all deal with math concepts like the ones covered in this curriculum. Chapter 3 Learner Self-Assessment

oth the learner and the practitioner. The learner has a visual of what ey have learned so far, as well as what they might need to continue to

Evaluation and Feedback a learner evaluation and feedback section. This is

nother tool for awareness of what is being learned as well as a tool for the ractitioner to evaluate.

hapter 3 Skills Checklist T signed to show learners how the skills they have learned in the chapter are transferable to other areas of their life.

Each chapter contains a learner self-assessment. This is to be used by bthwork on. It gives the same view for the practitioner. Chapter 3 LearnerEach chapter contains ap Che skills checklist is de



CT

hapter 4: Reading he chapter on reading deals specifically with reading to follow

instructions and locating and reading information on a computer screen. It is assumed that learners taking this training can read at a 3/4 level. If you find you need to teach more fundamentals of reading to a particular l L 1 - What do cashiers read? The purpose of this activity is to get learner’s thinking about reading in the c n n ca or they can use the knowledge they have gained in this course to create a list. Le DISHa ts frodiscussed their ideas, share the Essential Skills list with them. It is located on the page following Learning Activity 4-1 and 4-2. A) Reading to Follow Instructions and Directions Discuss this page with learners making sure to point out and explain the e L and DMindy works at John’s Deli. Her manager, Shelly, hands her a note. Learners read the note and follow along with Mindy’s day. Learners are stopped and asked questions throughout the reading. Answers will vary throughout as they often call for learners to think things over and come up w S S wrong? She doesn’t read the note as soon as she receives it. S ink Shelly’s reaction will be? What will she ask Mindy?

earner, by all means, do so.

earning Activity 4-

o text of a cashier. They ca ll upon their own personal experiences

arning Activity 4-2 - CUSSION ve learners share their lis m Learning Activity 4-1. Once you’ve

xamples given.

earning Activity 4-3 - Readi g to Follow Instructions nirections

ith their own solutions.

TOP answer examples are as follows:

TOP! Where did Mindy go

TOP! What do you th



Shelly might be annoyed or angry. She will ask Mindy if she read the note and if not, how come she didn’t read it. STOP! What do you think of Mindy’s mental list? What important piece of

ote? d

TOP! Why could this get Mindy into trouble? he pop guy normally delivers to the side door. He has no reason to go to

te? How did all of this affect the stock boy? indy makes a meat sign but instead of leaving it on Shelly’s desk, she

ut the pop where he normally does

work.

TOP! Help Mindy make the most of the day she has left. Go through the prioritized list in the note and see what she’s done and what she has left to do. Then make a new prioritized list for Mindy. (Note: learner’s may do this in a variety of ways, including a table or a list with notes beside the list of whether she’s done it or not. The notes should be clear to you.) • check expiration dates on deli meat and remove expired items

She didn’t do this. She needs to ask the butcher if he still needs her to do this job.

• take down bread sale signs

Done. • wipe down bread shelves before bread shipment arrives

She didn’t really do this. If she has time, she needs to go back and move the bread and wipe the shelves properly. If not, she needs to do it at the end of her shift on her own time.

information did she miss while scanning the nMindy’s mental list is not in the order that Shelly wrote it in. Mindy faileto see that the list was prioritized by Shelly. STthe back door and therefore won’t see the note. STOP! What else has gone wrong for Mindy today? Why didn’t the pop

elivery man read the nodMput it up. The pop delivery man pwhich means Mindy had to move it. She asked the stock boy to help her. He might have had other important things to do instead of helping Mindy orrect her own mistake. He may end up getting behind in his own c

S



• make sale signs for upcoming sliced medesk when done

at sale and put them on my

t them on

et the pop to the back door, but the job is

done.

ave felt by the end of the morning. How will Mindy approach reading otes from now on? What did Mindy learn?

. no

. $9.08 7. $9.27 8. o

earning Activity 4-6 - Memos earners are asked to read the memo and Scenario 1. This could be read

o

receipt. A customer could try to return a gift nd not be allowed to because their receipt is not stamped accordingly.

fter reading Scenario 2, discuss the situation with learners. Ask if they ere surprised. Ask how the customer might have felt.

OTE ON THE REALITY OF THE WORKPLACE

t not all businesses are well organized with good communication practices in place.

She made the signs, but she needs to take them down and puShelly’s desk.

• when pop shipment arrives tell driver to pile at back door, not side

This wasn’t the ideal way to g

Learning Activity 4-4 - DISCUSSION Allow learners the opportunity to discuss LA 4-3 as a group. What went wrong? What was Mindy’s first mistake? Ask learner’s how Mindy must hn Learning Activity 4-5 - PLU Lists1. 604 6. small navel 234. $14.00 . 601

9. $25.175 LLout loud. Learning Activity 4-7 - DISCUSSION Discuss Scenario 1 with the group. The policy and procedure in the memstates that all cashiers are to ask customers if their purchase is a gift, and if so, stamp the back of theaMavis did not ask and did not stamp. Aw NPlease read and discuss this section with your learners. They need to know tha



B) Locating and Reading Information on a Computer Learning Activity 4-8 - Cashier and Reading on a Computer

ashier Job #1: Pizza Cashier

read directions to a person’s house

read numbers

earning Activity 4-9 - A Computer Checklist

m some computer training or make suggestions as to h

L

t them out and compile them in a binder or everyone to see.

N ome graphics you’ll find are smaller and not very clear. Avoid r graphics.)

L

ifferent styles. Have learners study these screens and ask questions that get learners to look around for different areas on the screen. For example:

Learners are asked to pick two different types of cashiers who use computers and write reasons why they might need to read from a computer screen. You may find that this activity works better as a discussion. C• read from a list of ingredients • read the order as well as addresses and phone numbers back to the

caller read order forms ••• may have to read credit card information Cashier Job #2: Hardware Store Cashier • read account information • read credit card information • read item codes for parts • read delivery information •• read warranty information LIf learners check no for anything on the list, please provide them with some training in that area. If they have a lot of items checked no, if possible offer thew ere they can get extra training. earning Activity 4-10 - Cash Register Computer Screens

Computer cash register screens vary a great deal. Have students find images using the Internet. Prinperhaps on a bulletin board for (th

OTE: Sese ones as they are too hard to read. Search for large, clea

earning Activity 4-11 - DISCUSSION Have learner’s share their images of computer screens. Discuss the d



What button would you click to clear the screen? What is that button for do you think? What is the cashier’s name? This will require you to look at thqu ight be challenging for some learners. Guide them with uestions and provide answers. The point is to get learners looking at and

hapter 4 Learner Self-Assessment ach chapter contains a learner self-assessment. This is to be used by

rner has a visual of what

hapter 4 Learner Evaluation and Feedback ach chapter contains a learner evaluation and feedback section. This is

g learned as well as a tool for the ner to evaluate

Skills Ch

arned in the chapter are transferable to other areas of their life.

e screens first in order to come up with some visual comprehension estions. This m

qthinking about possible cash register screens.

CEboth the learner and the practitioner. The leathey have learned so far, as well as what they might need to continue to work on. It gives the same view for the practitioner. CEanother tool for awareness of what is beinpractitio . Chapter 4 ecklist The skills checklist is designed to show learners how the skills they have le



Chapter 5: Time Management The chapter on time management is specific to “being on time”. Often if

ng that someone has difficulty in this area, they also have difficulty in seeithey have a problem. Part of your job as instructor is to guide themseeing whether they have a problem or not.

to

CUSSION get learner’s thinking about why people

be

ight be late. Have a couple of fun things to throw in prepared to wrap it up by bringing it

er discussion prompt.

o believe they have a right to be late because ren, other commitments, etc. They offer e and get angry when you question those

xcuses. Use tact when dealing with learners that you believe suffer from here. It will or a hard-nosed

ic Lateness Checklist k

ompleted their checklist. Go over each item and discuss it with the

Learning Activity 5-1 - DISThe purpose of this activity is to are late for work and the idea of time management in general. This cana fun activity where learners come up with every reason they can think of as to why someone m(My dog ate my car keys!) and then be back to being serious. Use the quotes after the discussion as anoth A) Being on Time

are late alsMany people whoof their busy lives, busy childxcuses as to why they are late

echronic lateness. Positive change is the desired outcome depend on the learner whether you take a supportive role“this is how it is” approach. Learning Activity 5-2 - ChronReiterate and reinforce the idea that taking a good, hard, and honest looat one’s behaviour is the only way to truly see if someone has a problem. If possible, sit with each learner and go over their list with them, helping them to see whether their lateness is a problem. It would be good to go over this activity with the group once they have cgroup. Learning Activity 5-3 - Personal Reflection This activity will vary, as learners reflect at different levels. If you find learners have problems reflecting, guide them in their reflection.



Learning Activity 5-4 - DISCUSSION The point of the activities before this one is self-awareness. The point of this activity is to share what they have learned, but only if they are comfortable. Learning Activity 5-5 - DISCUSSION

tem and talking about the

earners are asked to write the reasons why they are late in the one . Assist where

earning Activity 5-7 - Excuses, Excuses!

u can’t hit snooze. Go to bed earlier to get more sleep. Mickey: Work has to be a priority over television! Use a VCR or DVD to record shows and watch them the next day. Michelle: Morning routines do not take priority over getting to work on time. Get up 20 minutes early to have your coffee and watch the news. Listen to the news in the car on the way to work. Learning Activity 5-8 - Your Plan of Action! You may need to assist learners in coming up with a plan of action that makes sense. Suggest that they come up with something that is smaller and more attainable and work towards bigger change. Learners may need extra printouts of the plan of action pages. Have them ready just in case.

Discuss the list with the group, taking each iconsequences of that item. Learning Activity 5-6 - What behaviours do you need to hange? c

Lcolumn and the causes of those behaviours in the otherneeded. Explain to learners that “sleeping in” might not be the whole problem. It’s not as easy as someone saying, “well just get up earlier then” if the problem is bigger. Going to bed earlier might be a better solution. LSuggestions will vary. Shane: Put the alarm clock on the other side of the room so that yo



Learning Activity 5-9 - Putting Your Plan into Action!This form is for learners to record their successes and the areas th

at they

hapter 5 Learner Self-Assessment ent. This is to be used by rner has a visual of what

learner evaluation and feedback section. This is l for the

klist he skills checklist is designed to show learners how the skills they have

had difficulty in so that they can alter their plan. Altering a plan is oftenpart of the process. CEach chapter contains a learner self-assessmboth the learner and the practitioner. The leathey have learned so far, as well as what they might need to continue to work on. It gives the same view for the practitioner. Chapter 5 Learner Evaluation and Feedback Each chapter contains aanother tool for awareness of what is being learned as well as a toopractitioner to evaluate. Chapter 5 Skills ChecTlearned in the chapter are transferable to other areas of their life.


Connecting to Workplaces - lizbialkowski.comlizbialkowski.com/PDFS/Cashier_Curriculum.pdf ·...

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